A Health Care Transition Curriculum for Primary Care Residents: Identifying Goals and Objectives
A Health Care Transition Curriculum for Primary Care Residents: Identifying Goals and Objectives
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DOI：
10.1542/peds.2016-4300l
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发表时间：
2018-04-01
期刊：
影响因子：
8
通讯作者：
Lotstein, Debra S.
中科院分区：
文献类型：
--
作者：
Kuo, Alice A.;Ciccarelli, Mary R.;Lotstein, Debra S.
背景和结论：从儿科到成人医疗保健的过渡是有特殊医疗保健需求的青年的脆弱时期。虽然成功的过渡被认为是改善成人结局和降低医疗保健利用率和成本的关键，但医生在医疗保健过渡方面的教育差距仍然存在。我们这个项目的目的是开发一个国家的医疗保健过渡居住初级保健医生的课程，使用专家为基础的，建立共识process.METHODS：医疗专业人士在医疗保健过渡的专业知识被招募参加一项调查，以协助初级保健医生的医疗保健过渡课程的发展。通过使用修改后的德尔菲过程中，课程目标和目标起草，和参与者评价每个目标的重要性，为目标开发活动的可行性，和适当的目标，为特定的学习者。平均值和SD为每个响应和百分比评级的适当性，每个objectives.RESULTS：五十六246可能的受访者参加了第一轮的评级和36（64%）参加了第二轮。确定了5个目标和32个相关目标。32个目标中的25个（78%）被评为适合“熟练”学习者，7个目标被评为“专家”。“三个目标被添加到地图上的Got Transition guidelines.CONCLUSIONS：确定的目标和目的为未来的课程开发提供了基础和结构，促进了具有一系列专业知识的教师在课程中共享课程活动和评估工具。
BACKGROUND AND OBJECTIVES: The transition from pediatric to adult health care is a vulnerable period for youth with special health care needs. Although successful transitions are recognized as critical for improving adult outcomes and reducing health care utilization and cost, an educational gap in health care transitions for physicians persists. Our aim with this project was to develop a national health care transition residency curriculum for primary care physicians, using an expert-based, consensus-building process.METHODS: Medical professionals with expertise in health care transition were recruited to participate in a survey to assist in the development of a health care transition curriculum for primary care physicians. By using a modified Delphi process, curricular goals and objectives were drafted, and participants rated the importance of each objective, feasibility of developing activities for objectives, and appropriateness of objectives for specified learners. Mean and SDs for each response and percent rating for the appropriateness of each objective were calculated.RESULTS: Fifty-six of 246 possible respondents participated in round 1 of ratings and 36 (64%) participated in the second round. Five goals with 32 associated objectives were identified. Twenty-five of the 32 objectives (78%) were rated as being appropriate for "proficient" learners, with 7 objectives rated as "expert." Three objectives were added to map onto the Got Transition guidelines.CONCLUSIONS: The identified goals and objectives provide the foundation and structure for future curriculum development, facilitating the sharing of curricular activities and evaluation tools across programs by faculty with a range of expertise.