Collaborative Advances in Clinical Health Education (CACHE)

临床健康教育 (CACHE) 的协作进展

• 批准号: 8452603
• 负责人: JASON M SATTERFIELD
• 金额: $ 22.78万
• 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/8452603
• 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.

描述(申请人提供)：这个教育发展项目的目的是改善医学生在社会和行为科学(SBS)方面的临床培训，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 K07课程开发拨款(RFA-OD-05-001)确定的课程进展和学习者需求，创新的教育干预将针对教授和监督医学生的住院医师和主治医师。与斯坦福大学和更大的NIH财团的合作将最大限度地扩大影响范围和影响，同时为纳入SBS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名医学院教职员工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，集中关注医学住院医师和教职员工。将通过与现有的、所需的课程结构密切联系来确保项目的连续性。该项目的目标将通过4个具体目标来实现：1)伙伴关系，2)SBS翻译，3)传播，4)评估。“伙伴关系”在加州大学旧金山分校和斯坦福大学医学院以及更大的NIH SBS联盟之间建立了合作关系，以促进课程开发和实施战略。“SBS翻译”解决了从医学院的头两年到第三年的临床实习中普遍存在的“知识翻译”问题。三年级医学生SBS临床教育的创新将主要由元认知技能教学以及住院医师和教职员工的发展和支持推动。通过地方和国家联盟关系，有针对性的传播方案(目标3)将向更多的卫生职业教育受众提供材料和实施战略。使用标准化患者考试和SBS投资组合(目标4)对学习者进行基于能力的评估将展示干预影响并促进学术输出。