Are pediatric critical care medicine fellowships teaching and evaluating communication and professionalism?
Are pediatric critical care medicine fellowships teaching and evaluating communication and professionalism?
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小儿重症监护医学奖学金是教学和评估沟通和专业素养吗？
DOI：
10.1097/pcc.0b013e31828a746c
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发表时间：
2013-06
期刊：
影响因子：
--
通讯作者：
Education in Pediatric Intensive Care (EPIC) Investigators
中科院分区：
文献类型：
--
作者：
Turner DA;Mink RB;Lee KJ;Winkler MK;Ross SL;Hornik CP;Schuette JJ;Mason K;Storgion SA;Goodman DM;Education in Pediatric Intensive Care (EPIC) Investigators
描述儿科重症监护医学（PCCM）培训项目在专业性和沟通方面所采用的教学和评估模式。全国横向调查。PCCM研究金方案。PCCM项目主管。没有。调查回应率为67%的项目主任在美国，代表教育工作者的73%，目前的PCCM研究员。受访者的平均经验为4年，平均有7名研究员和12名教师在他/她的计划。教师的角色模型或直接观察反馈是最常见的模式用于教学沟通。然而，6的8（75%）所需的沟通评估的元素没有具体教的所有程序。教师角色建模是最常用的技术，以教专业在44%的内容领域的评估，和教学法是在44%的其他专业内容领域使用的技术。16所需的专业化要素中有13个（81%）没有被所有课程教授。医疗团队成员的评价用于评估这两种能力。特定教学技巧的使用与项目规模、项目主任经验或医学教育培训无关。PCCM目前使用了各种各样的技术来教授沟通和专业精神，但有一些必要的元素并不是由奖学金计划专门教授的。这些不足之处为今后的调查提供了机会，也为改善沟通和专业精神等重要能力方面的教育提供了机会。
To describe the teaching and evaluation modalities utilized by pediatric critical care medicine (PCCM) training programs in the areas of professionalism and communication. Cross sectional national survey. PCCM fellowship programs. PCCM program directors. None. Survey response rate was 67% of program directors in the United States, representing educators for 73% of current PCCM fellows. Respondents had a median of 4 years experience, with a median of 7 fellows and 12 teaching faculty in his/her program. Faculty role modeling or direct observation with feedback were the most common modalities used to teach communication. However, 6 of the 8 (75%) required elements of communication evaluated were not specifically taught by all programs. Faculty role modeling was the most commonly utilized technique to teach professionalism in 44% of the content areas evaluated, and didactics were the technique utilized in 44% of other professionalism content areas. Thirteen of the 16 required elements of professionalism (81%) were not taught by all programs. Evaluations by members of the healthcare team were used for assessment for both competencies. The use of a specific teaching technique was not related to program size, program director experience, or training in medical education. A wide range of techniques are currently utilized within PCCM to teach communication and professionalism, but there are a number of required elements that are not specifically taught by fellowship programs. These areas of deficiency represent opportunities for future investigation and improved education in the important competencies of communication and professionalism.