Enhancing Clinical Teaching in Critical Thinking, High-Value Care, and Health Care Equity.

Autor:	Sullivan AM; Sullivan: Associate Professor, Department of Medicine, Harvard Medical School and Beth Israel Deaconess Medical Center, Boston, MA. Beltran: Research Manager, Beth Israel Deaconess Medical Center, Boston, MA. Ranchoff: PhD Candidate, University of Massachusetts, Amherst, MA. Dr. Hayes: Assistant Professor, Department of Medicine, Harvard Medical School and Beth Israel Deaconess Medical Center, Boston, MA. Dr. Atkins: Assistant Professor, Department of Obstetrics and Gynecology, Harvard Medical School and Beth Israel Deaconess Medical Center, Boston, MA. Dr. Huang: Associate Professor, Department of Medicine, Harvard Medical School and Beth Israel Deaconess Medical Center, Boston, MA. Dr. Tibbles: Assistant Professor, Department of Emergency Medicine, Harvard Medical School and Beth Israel Deaconess Medical Center, Boston, MA. Cohen: Instructor, Department of Health Policy and Management, Harvard T.H. Chan School of Public Health, Boston, MA. Dr. Cohen: Assistant Professor, Department of Medicine, Rutgers Robert Wood Johnson Medical School, New Brunswick, NJ. Dr. Schwartzstein: Professor of Medicine, Department of Medicine, Harvard Medical School and Beth Israel Deaconess Medical Center, Boston, MA., Beltran CP, Ranchoff BL, Hayes MM, Atkins KM, Tibbles CD, Cohen AP, Cohen DA, Huang GC, Schwartzstein RM
Jazyk:	angličtina
Zdroj:	The Journal of continuing education in the health professions [J Contin Educ Health Prof] 2022 Jul 01; Vol. 42 (3), pp. 164-173.
DOI:	10.1097/CEH.0000000000000441
Abstrakt:	Introduction: Faculty development in the clinical setting is challenging to implement and assess. This study evaluated an intervention (IG) to enhance bedside teaching in three content areas: critical thinking (CT), high-value care (HVC), and health care equity (HCE). Methods: The Communities of Practice model and Theoretical Domains Framework informed IG development. Three multidepartmental working groups (WGs) (CT, HVC, HCE) developed three 2-hour sessions delivered over three months. Evaluation addressed faculty satisfaction, knowledge acquisition, and behavior change. Data collection included surveys and observations of teaching during patient care. Primary analyses compared counts of post-IG teaching behaviors per hour across intervention group (IG), comparison group (CG), and WG groups. Statistical analyses of counts were modeled with generalized linear models using the Poisson distribution. Results: Eighty-seven faculty members participated (IG n = 30, CG n = 28, WG n = 29). Sixty-eight (IG n = 28, CG n = 23, WG n = 17) were observed, with a median of 3 observation sessions and 5.2 hours each. Postintervention comparison of teaching (average counts/hour) showed statistically significant differences across groups: CT CG = 4.1, IG = 4.8, WG = 8.2; HVC CG = 0.6, IG = 0.9, WG = 1.6; and HCE CG = 0.2, IG = 0.4, WG = 1.4 ( P < .001). Discussion: A faculty development intervention focused on teaching in the context of providing clinical care resulted in more frequent teaching of CT, HVC, and HCE in the intervention group compared with controls. WG faculty demonstrated highest teaching counts and provide benchmarks to assess future interventions. With the creation of durable teaching materials and a cadre of trained faculty, this project sets a foundation for infusing substantive content into clinical teaching. Competing Interests: Disclosures: The authors declare no conflict of interest. (Copyright © 2022 The Alliance for Continuing Education in the Health Professions, the Association for Hospital Medical Education, and the Society for Academic Continuing Medical Education.)
Databáze:	MEDLINE
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