儿科重症监护研究员特设委托中的教师决策:一项基于案例的全国性调查。

IF 2.1 3区 教育学 Q2 EDUCATION, SCIENTIFIC DISCIPLINES
Teaching and Learning in Medicine Pub Date : 2025-01-01 Epub Date: 2023-11-07 DOI:10.1080/10401334.2023.2269402
Rachel Stork Poeppelman, Melissa Moore-Clingenpeel, Ashley Siems, Diana L Mitchell, Priti Jani, Claire Stewart
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引用次数: 0

摘要

现象:临时委托决定反映了临床监督员对受训人员当前成功完成任务所需监督量的估计。这些决定对患者安全、学员学习和独立实践的准备工作具有重要影响。这些决定的决定因素以前已经描述过,但在重症监护和急诊医学等急性护理环境中没有得到很好的描述。对照顾弱势患者群体的受训人员的临时委托是一个高风险的决定,可能与其他情况不同。危重症患者和儿童是脆弱的患者群体,因此儿科重症监护医学(PCCM)研究员的临时委托是一个风险特别高的决定。本研究试图通过教师对小插曲的评分来描述PCCM研究员的临时委托决策是如何做出的。作者调查了敏锐度、关系、培训水平和任务如何相互作用,以影响临时委托决策。方法:2020年,一项包含16个小插曲的调查被分发给了美国儿科重症监护学院的研究金,这些小插曲因四个特征(敏锐度、关系、培训水平和任务)而异。受访者确定了每个案例的委托水平,并提供了人口统计数据。委托评级分为“高委托”和“低委托”(仅限于直接监督或观察)。作者使用逻辑回归来评估这四个特征对二分委托评级的个体和交互影响。调查结果:来自30个机构的178名受访者完成了调查(44%的机构回复率)。敏锐度、关系和任务都显著影响所选择的委托水平,但没有交互作用。教员最常选择“直接监督”作为小插曲的委托级别,其中24%的小插曲描述了培训最后一年的学员。教员将大多数小插曲(61%)评为“低委托”。教员或机构人口统计数据与所选委托水平之间没有关系。见解:正如在儿科、内科和外科受训人员的总结性委托中发现的那样,PCCM研究员的评级通常处于或低于临时委托的“直接监督”级别。这可能与实践程序的机会减少、专业中的低信任倾向文化和/或委托量表解释的变化有关。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Faculty Decision Making in Ad Hoc Entrustment of Pediatric Critical Care Fellows: A National Case-Based Survey.

Phenomenon: Ad hoc entrustment decisions reflect a clinical supervisor's estimation of the amount of supervision a trainee needs to successfully complete a task in the moment. These decisions have important consequences for patient safety, trainee learning, and preparation for independent practice. Determinants of these decisions have previously been described but have not been well described for acute care contexts such as critical care and emergency medicine. The ad hoc entrustment of trainees caring for vulnerable patient populations is a high-stakes decision that may differ from other contexts. Critically ill patients and children are vulnerable patient populations, making the ad hoc entrustment of a pediatric critical care medicine (PCCM) fellow a particularly high-stakes decision. This study sought to characterize how ad hoc entrustment decisions are made for PCCM fellows through faculty ratings of vignettes. The authors investigated how acuity, relationship, training level, and task interact to influence ad hoc entrustment decisions. Approach: A survey containing 16 vignettes that varied by four traits (acuity, relationship, training level, and task) was distributed to U.S. faculty of pediatric critical care fellowships in 2020. Respondents determined an entrustment level for each case and provided demographic data. Entrustment ratings were dichotomized by "high entrustment" versus "low entrustment" (direct supervision or observation only). The authors used logistic regression to evaluate the individual and interactive effects of the four traits on dichotomized entrustment ratings. Findings: One hundred seventy-eight respondents from 30 institutions completed the survey (44% institutional response rate). Acuity, relationship, and task all significantly influenced the entrustment level selected but did not interact. Faculty most frequently selected "direct supervision" as the entrustment level for vignettes, including for 24% of vignettes describing fellows in their final year of training. Faculty rated the majority of vignettes (61%) as "low entrustment." There was no relationship between faculty or institutional demographics and the entrustment level selected. Insights: As has been found in summative entrustment for pediatrics, internal medicine, and surgery trainees, PCCM fellows often rated at or below the "direct supervision" level of ad hoc entrustment. This may relate to declining opportunities to practice procedures, a culture of low trust propensity among the specialty, and/or variation in interpretation of entrustment scales.

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来源期刊
Teaching and Learning in Medicine
Teaching and Learning in Medicine 医学-卫生保健
CiteScore
5.20
自引率
12.00%
发文量
64
审稿时长
6-12 weeks
期刊介绍: Teaching and Learning in Medicine ( TLM) is an international, forum for scholarship on teaching and learning in the health professions. Its international scope reflects the common challenge faced by all medical educators: fostering the development of capable, well-rounded, and continuous learners prepared to practice in a complex, high-stakes, and ever-changing clinical environment. TLM''s contributors and readership comprise behavioral scientists and health care practitioners, signaling the value of integrating diverse perspectives into a comprehensive understanding of learning and performance. The journal seeks to provide the theoretical foundations and practical analysis needed for effective educational decision making in such areas as admissions, instructional design and delivery, performance assessment, remediation, technology-assisted instruction, diversity management, and faculty development, among others. TLM''s scope includes all levels of medical education, from premedical to postgraduate and continuing medical education, with articles published in the following categories:
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