提昇PGY醫師學員第一線照護核心能力之教學：個人之淺見

Enhancing Core Competence in First-Line Care: Personal Opinions

陳得源(Der-Yuan Chen) ； 洪維廷(Wei-Ting Hung) ； 陳昭惠(Chao-Huei Chen)

《中榮醫教》 19期 (2016/07) Pp. 10-14

摘要

PGY醫師學員與住院醫師之醫學教育訓練應以落實六大核心能力為目標。針對住院病人之照護教學，指導醫師可於晨會，迴診教學及床邊教學的機會，評估與指導PGY學員對於病人問題之綜整分析及做最適之醫療決定。對於需手術之住院患者，除了在手術前、中、後之適當時機進行教學外，醫師學員應經事前充分訓練並符合醫師授權規定；且在執行時，上級醫師須在現場完全監督。交接班活動建議可利用Introduction、Situation、Background、Assessment、Recommendation (ISBAR)手法進行交接班。跨領域團隊合作與照護則可利用會診教學、每月之病房會議、病例聯合討論會，及出院準備服務之機會讓學員學習與其他醫療專業人員共同工作。若要深化學員之臨床照護學習成效，則可利用病例討論與期刊研讀會，進行案例討論，輔以病例相關之期刊研讀。

關鍵字

畢業後一般醫學 ； 核心能力 ； 臨床教學

並列摘要

The training goals of PGY1 and residents shall focus on building six core competences step-by-step. Regarding inpatients care, clinical teachers shall supervise trainees' assessment on patient's clinical problems, discuss the best treatment strategy with the trainee during morning meeting, ward rounds or teaching rounds. Timely evaluation and feedback are necessary. Teaching upon surgery can be addressed before, during or after the surgery. Trainees shall be entrusted and clinical teachers shall provide adequate supervision during the whole procedure. The model of ISBAR (Introduction, Situation, Background, Assessment, Recommendation) can be implanted during hand-off. Trainee can learn interprofessional practice and collaboration by working with other professions through consultation, monthly ward meeting, combined meeting or discharge preparation service. To deepen the learning outcome, clinical teachers use case-based discussion, supplemented by the relevant journals, at the case discussion meeting or journal meeting.

並列關鍵字

PGY1 ； core competence ； clinical teaching