Laboratory Medicine Education at U.S. Medical Schools: A 2014 Status Report.
Laboratory Medicine Education at U.S. Medical Schools: A 2014 Status Report.
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DOI：
10.1097/acm.0000000000000817
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发表时间：
2016-01
期刊：
影响因子：
--
通讯作者：
Hickner J
中科院分区：
文献类型：
--
作者：
Smith BR;Kamoun M;Hickner J
评估美国医学院检验医学教育的现状。 2013年至2014年，作者对医学教育联络委员会认可的每所美国医学院的相应院长、系主任或本科生教育主任进行了调查，了解其所在机构的检验医学教育状况、课程和能力评估以及教育障碍。作者使用描述性统计来分析结果。作者收到了 98 份（75%）回复。八十二所学校 (84%) 提供检验医学课程； 76 人 (78%) 需要它。必修课程的中位数为 12.5 小时，其中 8.0 小时用于讲座，4.5 小时用于小组、基于问题的学习和/或实验室课程。只有 8 所学校需要临床培训。不到一半的人报告说定期、正式地审查检验医学课程。对学生检验医学能力的评估很少（8所学校），只有一半的受访者了解已发布的课程指南。教授实验医学的障碍包括临床前课程（86; 88%）或临床课程（84; 86%）缺乏足够的时间、住院医生缺乏最佳实验室实践知识（70; 72%）、学生缺乏兴趣（62; 63%）以及主治医生缺乏知识（58; 59%）。如果有的话，一半的受访者可能会使用国家标准化考试来评估检验医学的能力。改善检验医学教育存在重大机会，包括正确使用和解释临床实验室检测。
To assess the current state of laboratory medicine education at U.S. medical schools. From 2013 to 2014, the authors surveyed the appropriate dean, department chair, or undergraduate education director at each U.S. medical school accredited by the Liaison Committee on Medical Education about the state of laboratory medicine education, curriculum and competency assessment, and barriers to education at his or her institution. The authors used descriptive statistics to analyze the results. The authors received 98 (75%) responses. Eighty-two schools (84%) offered course work in laboratory medicine; 76 (78%) required it. The median number of hours of required course work was 12.5, with 8.0 devoted to lectures and 4.5 to small-group, problem-based learning and/or laboratory sessions. Only 8 schools required training in a clinical setting. Fewer than half reported regular, formal review of the laboratory medicine curriculum. The assessment of students’ competency in laboratory medicine was rare (8 schools), and only half of respondents were aware of published curriculum guidelines. Barriers to teaching laboratory medicine included lack of sufficient time in the preclinical curriculum (86; 88%) or clinical curriculum (84; 86%), lack of knowledge of best laboratory practices by residents (70; 72%), lack of student interest (62; 63%), and lack of knowledge by attending physicians (58; 59%). Half of respondents were likely to use a national standardized examination to assess competency in laboratory medicine, if one was available. Significant opportunities exist to improve laboratory medicine education, including in the proper use and interpretation of clinical laboratory testing.
影响因子：
3.6
作者：
Bergus G;Vogelgesang S;Tansey J;Franklin E;Feld R
通讯作者：
Feld R