從鷹架理論探討畢業後一般醫學訓練學員臨床技能學習成效

目的：透過PGY學員臨床技能學習頻率與滿意度探究，作為後續臨床教學訓練課程安排之參考。方法：利用自陳量表收集學員臨床技能學習頻率與滿意度資料，共收集103～105學年度PGY學員共145份有效量表，回收率81.9%，進行相關統計分析。結果：擁有一般醫師證照之PGY醫師，已具備獨立執行大多數常見之臨床照護技術與能力。在收集的三個學年度的PGY學員自陳量表與醫院教學管理系統登錄資料顯示，PGY醫師在侵入性臨床技能執行率偏低。結論：醫師養成教育如同搭鷹架逐級而上，PGY學員在臨床老師協助下依序學習與精進各種臨床照護技能。當醫師個別臨床技能操作熟練時，在進入專科訓練的系統整合性的擬真訓練與病人照護將可相得益彰。

關鍵字

鷹架理論

並列摘要

Objective: For the balance of patient safety and the Medical Post-graduate Year (PGY) trainees' clinical skills experiences, K-Hospital had proposed a 3-stage certificate program for all medical trainees. To refine the clinical skills training program for the PGY trainees, we investigated the frequency of different clinical procedures that the PGY trainees experienced during their PGY training. We also took a satisfaction survey of the PGY clinical skills training program. Method: We collected and analyzed the questionnaire of learning experiences of different clinical skills and satisfaction from medical PGY trainees of K-Hospital trained between 2014 and 2016. Total 145 valid questionnaires were collected. The response rate of the questionnaire was 81.9%. Results: After one-year PGY training, the PGY trainees are capable to perform most of the common clinical skills for patient care independently. However, the questionnaires disclosed that the experiences of PGY trainees to perform invasive procedures were few. The PGY trainees' lack of invasive procedures experiences were confirmed in their e-portfolio. Conclusions: The development of clinical skills of PGY trainees need instructions stepwise, just like scaffold for a construction work. Under the 3-stage certificate-training program, the PGY trainees practiced under different level of instruction, according to their own capabilities of clinical skills. The PGY trainee could transform from a beginner to an expert. The competent PGY trainees would provide good patient care during their specialty training.

並列關鍵字

Scaffolding Theory

國際替代計量

從鷹架理論探討畢業後一般醫學訓練學員臨床技能學習成效

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