Collaborative Advances in Clinical Health Education (CACHE)

临床健康教育 (CACHE) 的协作进展

• 批准号: 8247686
• 负责人: JASON M SATTERFIELD
• 金额: $ 27.99万
• 依托单位: UNIVERSITY OF CALIFORNIA, SAN FRANCISCO
• 依托单位国家: 美国
• 财政年份: 2011
• 资助国家: 美国
• 起止时间: 2011-04-01 至 2016-03-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/8247686
• 关键词: Academy; Achievement; Address; Adherence; Alcohol or Other Drugs use; Behavior; Benchmarking; California; Clinical; Clinical Competence; Clinical Skills; Cognitive; Collaborations; Communities; Competence; Consultations; Development; Education; Educational Curriculum; Educational Intervention; Educational process of instructing; Ensure; Evaluation; Faculty; Feedback; Future; Goals; Grant; Health; Health Occupations; Health education; Instruction; Internal Medicine; Intervention; Knowledge; Language; Learning; Medical; Medical Education; Medical Students; Mentors; Morphologic artifacts; National Heart, Lung, and Blood Institute; Obesity; Pathway interactions; Patient Care; Patients; Pediatrics; Peer Review; Performance; Philosophy; Physicians; Poverty; Process; Provider; Psychological reinforcement; Publications; Quality of Care; Research; Resources; Schools; Shapes; Societies; Structure; Students; System; Teaching Materials; Teaching Method; Training; Translating; Translations; United States National Institutes of Health; Universities; Work; base; behavior change; behavioral/social science; clinical practice; cultural competence; direct patient care; evidence base; implementation science; improved; innovation; knowledge translation; lecturer; literacy; medical schools; meetings; programs; public health relevance; skills; tool; ward

DESCRIPTION (provided by applicant): The purpose of this educational development project is to improve medical student clinical training in the social and behavioral sciences (SBS) and to disseminate those advances to the broader medical education community. Based on curricular advances and learner needs identified by our recent NIH K07 curriculum development grant (RFA-OD-05-001), innovative educational interventions will target medical residents and attending faculty physicians who teach and supervise medical students. Partnerships with Stanford and the larger NIH consortium will maximize reach and impact while providing critical leverage for SBS inclusion. Over the five year course of this project, 960 medical students, 250 internal medicine and pediatrics residents, and 100 medical school faculty will receive our curricular interventions. Project innovations include the application of community-based research philosophies and dissemination & implementation science to medical education, the use of evidence-based teaching methods, and the intensive focus on medical residents and faculty within the context of clinical teaching using direct patient care. Project continuation will be ensured through careful linkages with existing, required curricular structures. The goals of this project will be achieved through 4 specific aims: 1) Partnership, 2) SBS Translation, 3) Dissemination, and 4) Assessment. "Partnership" establishes a collaborative relationship between UCSF and Stanford Schools of Medicine and the larger NIH SBS consortium to facilitate curriculum development and implementation strategies. "SBS Translation" addresses the common problem of "knowledge translation" from the more didactic first two years of medical school to clinical practice in third year clerkships. Innovations in SBS clinical education for third year medical students will be primarily driven by meta-cognitive skills instruction and the development and support of both the residents and faculty who teach students. Through local and national consortium relationships, targeted programs for dissemination (Aim 3) will make materials and implementation strategies available to a larger health professions education audience. Competency-based evaluations of learners using standardized patient exams and SBS portfolios (Aim 4) will demonstrate intervention impact and motivate scholarly exports. PUBLIC HEALTH RELEVANCE: Through the specific aims of this proposal, both medical residents and attending faculty physicians will improve their clinical teaching competence to medical students including non-traditional topics such as patient behavior change and cultural competence. More skillful instruction should translate into more skillful providers with the capacity to provide higher quality care to all the patients they serve. Active dissemination efforts will translate and transport both teaching processes and content to a larger health education audience.

该教育发展项目的目的是改善医学生在社会和行为科学（SBS）的临床培训，并将这些进步传播到更广泛的医学教育界。根据我们最近的NIH K 07课程开发补助金（RFA-OD-05-001）确定的课程进展和学习者需求，创新的教育干预措施将针对医学住院医师和教授和监督医学生的主治医师。与斯坦福大学和更大的NIH联盟的合作伙伴关系将最大限度地扩大覆盖面和影响力，同时为SBS的纳入提供关键的杠杆作用。在这个项目的五年课程中，960名医学生，250名内科和儿科住院医生，以及100名医学院教师将接受我们的课程干预。项目创新包括将以社区为基础的研究理念和传播与实施科学应用于医学教育，使用循证教学方法，以及在使用直接患者护理的临床教学背景下集中关注医疗居民和教师。将通过与现有的必要课程结构密切联系，确保项目的继续。该项目的目标将通过4个具体目标实现：1）伙伴关系，2）SBS翻译，3）传播，4）评估。“伙伴关系”建立了UCSF和斯坦福大学医学院和更大的NIH SBS财团之间的合作关系，以促进课程开发和实施战略。“SBS翻译”解决了“知识翻译”的共同问题，从医学院的前两年更多的说教，以临床实践在第三年的见习。三年级医学生SBS临床教育的创新将主要由元认知技能指导以及教授学生的居民和教师的发展和支持驱动。通过地方和国家联盟的关系，有针对性的传播方案（目标3）将使更多的卫生专业教育受众获得材料和实施战略。使用标准化患者考试和SBS组合（目标4）对学习者进行基于能力的评估，将展示干预的影响，并激励学术出口。 公共卫生相关性：通过本提案的具体目标，住院医师和主治医师都将提高他们对医学生的临床教学能力，包括患者行为改变和文化能力等非传统主题。更熟练的指导应该转化为更熟练的提供者，有能力为他们所服务的所有患者提供更高质量的护理。积极的传播工作将把教学过程和内容翻译和传播给更多的卫生教育受众。