Training on handover of patient care within UK medical schools
Training on handover of patient care within UK medical schools
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DOI：
10.3402/meo.v18i0.20169
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发表时间：
2013-01-01
影响因子：
4.6
通讯作者：
Gordon, Morris
中科院分区：
文献类型：
--
作者：
Gordon, Morris
背景：有大量证据表明，不良移交会直接影响患者安全。有人呼吁进行关于移交的正规教育，但指导干预措施设计和实施的证据有限。目前还不清楚本科医学院如何解决这个问题，以及移交教育存在哪些障碍或促进因素。我们着手确定课程目标，教学和评估方法，以及对移交机构的态度在英国medical schools.Methods：一个描述性的，非实验性的，横断面的研究设计。试点后，向所有英国医学院发送了当地开发的在线问卷调查。描述性统计计算封闭式的反应，和自由文本的反应进行了分析，使用扎根理论的方法，通过几个阶段的analysis.Results：百分之五十的英国医学院参加了这项研究的地方不断比较。九所学校（56%）报告有课程成果移交。定性分析得出四个关键主题：移交作为一个教育问题的重要性，何时进行移交教育，进一步提供教学的必要性，以及需要有效的评估工具来支持移交教育。结论：虽然本科医学院认识到移交是一个重要的教育问题，他们不认为他们应该对这一领域的培训负有最终责任，因此，他们以不同的方式作出反应。本科医学教育工作者应寻求达成共识，以提供他们将提供的程度。关于如何设计这种教育的文献中的弱点加剧了这一问题，但教育工作者应该利用同时期和不断增长的已发表证据来解决这一问题。
Background: Much evidence exists to demonstrate that poor handover can directly impact patient safety. There have been calls for formal education on handover, but evidence to guide intervention design and implementation is limited. It is unclear how undergraduate medical schools are tackling this issue and what barrier or facilitators exist to handover education. We set out to determine curriculum objectives, teaching and assessment methods, as well as institutional attitudes towards handover within UK medical schools.Methods: A descriptive, non-experimental, cross-sectional study design was used. A locally developed online questionnaire survey was sent to all UK Medical Schools, after piloting. Descriptive statistics were calculated for closed-ended responses, and free text responses were analysed using a grounded theory approach, with constant comparison taking place through several stages of analysis.Results: Fifty percent of UK medical schools took part in the study. Nine schools (56%) reported having curriculum outcomes for handover. Significant variations in the teaching and assessments employed were found. Qualitative analysis yielded four key themes: the importance of handover as an education issue, when to educate on handover, the need for further provision of teaching and the need for validated assessment tools to support handover education.Conclusions: Whilst undergraduate medical schools recognised handover as an important education issue, they do not feel they should have the ultimate responsibility for training in this area and as such are responding in varying ways. Undergraduate medical educators should seek to reach consensus as to the extent of provision they will offer. Weaknesses in the literature regarding how to design such education have exacerbated the problem, but the contemporaneous and growing published evidence base should be employed by educators to address this issue.