Відмінності між версіями «Ed residents in becoming the "medical expert" but also assisted residents»
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| − | + | [http://hsepeoplejobs.com/members/winterhelen7/activity/491641/ Gy and surgery and this {may be|might be|could be] Trainees had been normally acquainted with a problem-focused strategy, exactly where a patient's chief complaint was addressed and also other aspects of a patient's life not routinely explored. With all the complexity of adolescents' concerns, the residents recognized that focusing solely on the chief complaint will be inadequate and/or misleading, as one particular may not get the chance to seriously `get to know' his/her patient in so doing. Patient care, in general, is identified to become complicated and demands that multidisciplinary pros function with each other in an efficient manner to provide high-quality care [15]. Interprofessional education (IPE) has been recommended as a way of enhancing interprofessional collaboration and patient care, yet the outcomes of overall health outcomes are mixed [15]. The education in Adolescent Medicine was not of an IPE nature, meaning that students were not of diverse experienced backgrounds, however the studying occurred in an interprofessional team environment. Residents' roles inside the interprofessional health care team were established. The value of communicating and collaborating together with the group in managing challenging circumstances, in search of resources, or discussing certain clinical experiences was reported. The interprofessional nature on the team allowed for a selection of perspectives on problems and complemented the biopsychosocial approach to patient care. Trainees discovered in the other health specialists and their respective roles inside the care of their sufferers. The team was also regarded as a source of support for trainees once they encountered a clinically or ethically difficult circumstance. The interprofessional team environment could serve as a model for other postgraduate medical instruction programs and may be employed to assess the function of the interprofessional team atmosphere inside the studying of "non-expert" physician competencies. Engaging with their adolescent sufferers promoted feelings of empathy, and also the trainees' roles as patient advocates became increasingly evident to them. Participants who previously acknowledged becoming indifferent toward adolescents and their behaviors expressed a shift in these attitudes and described an enhanced awareness and understanding of adolescent behavior. The mixed feelings that emerged reflect the countertransference that's identified to be a element of the doctor-patientrelationship [16,17]. Not only was there a shift in attitude toward adolescents, b.Ed residents in becoming the "medical expert" but also assisted residents in building some of the "non-expert" doctor competencies that postgraduate medical education programs aim to achieve. CanMEDS physician competencies [14] exemplify such a framework, and like other equivalent frameworks, involve competencies such as communicator, collaborator, health advocate, and expert. These competencies have already been created with the ultimate objective of enhancing patient care. They wereAlBuhairan et al. BMC Health-related Education 2010, 10:88 http://www.biomedcentral.com/1472-6920/10/Page 5 ofnot specifically assessed or evaluated within this study, but interestingly, the residents' experiences through their Adolescent Medicine rotation reflected these regions which might be critical elements of postgraduate along with other health-related education training applications. The biopsychosocial and extensive strategy to adolescent sufferers was repeatedly described by the residents. They compared this knowledge to other areas of instruction in pediatrics in which such an approach was not consistently modeled. Trainees have been commonly familiar with a problem-focused strategy, exactly where a patient's chief complaint was addressed and other aspects of a patient's life not routinely explored. | |
Версія за 14:33, 28 березня 2018
Gy and surgery and this {may be|might be|could be Trainees had been normally acquainted with a problem-focused strategy, exactly where a patient's chief complaint was addressed and also other aspects of a patient's life not routinely explored. With all the complexity of adolescents' concerns, the residents recognized that focusing solely on the chief complaint will be inadequate and/or misleading, as one particular may not get the chance to seriously `get to know' his/her patient in so doing. Patient care, in general, is identified to become complicated and demands that multidisciplinary pros function with each other in an efficient manner to provide high-quality care [15]. Interprofessional education (IPE) has been recommended as a way of enhancing interprofessional collaboration and patient care, yet the outcomes of overall health outcomes are mixed [15]. The education in Adolescent Medicine was not of an IPE nature, meaning that students were not of diverse experienced backgrounds, however the studying occurred in an interprofessional team environment. Residents' roles inside the interprofessional health care team were established. The value of communicating and collaborating together with the group in managing challenging circumstances, in search of resources, or discussing certain clinical experiences was reported. The interprofessional nature on the team allowed for a selection of perspectives on problems and complemented the biopsychosocial approach to patient care. Trainees discovered in the other health specialists and their respective roles inside the care of their sufferers. The team was also regarded as a source of support for trainees once they encountered a clinically or ethically difficult circumstance. The interprofessional team environment could serve as a model for other postgraduate medical instruction programs and may be employed to assess the function of the interprofessional team atmosphere inside the studying of "non-expert" physician competencies. Engaging with their adolescent sufferers promoted feelings of empathy, and also the trainees' roles as patient advocates became increasingly evident to them. Participants who previously acknowledged becoming indifferent toward adolescents and their behaviors expressed a shift in these attitudes and described an enhanced awareness and understanding of adolescent behavior. The mixed feelings that emerged reflect the countertransference that's identified to be a element of the doctor-patientrelationship [16,17]. Not only was there a shift in attitude toward adolescents, b.Ed residents in becoming the "medical expert" but also assisted residents in building some of the "non-expert" doctor competencies that postgraduate medical education programs aim to achieve. CanMEDS physician competencies [14] exemplify such a framework, and like other equivalent frameworks, involve competencies such as communicator, collaborator, health advocate, and expert. These competencies have already been created with the ultimate objective of enhancing patient care. They wereAlBuhairan et al. BMC Health-related Education 2010, 10:88 http://www.biomedcentral.com/1472-6920/10/Page 5 ofnot specifically assessed or evaluated within this study, but interestingly, the residents' experiences through their Adolescent Medicine rotation reflected these regions which might be critical elements of postgraduate along with other health-related education training applications. The biopsychosocial and extensive strategy to adolescent sufferers was repeatedly described by the residents. They compared this knowledge to other areas of instruction in pediatrics in which such an approach was not consistently modeled. Trainees have been commonly familiar with a problem-focused strategy, exactly where a patient's chief complaint was addressed and other aspects of a patient's life not routinely explored.
