Collaborative Advances in Clinical Health Education (CACHE)

临床健康教育 (CACHE) 的协作进展

基本信息

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
项目类别：
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

项目摘要

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（由申请人提供）：该教育发展项目的目的是改善社会和行为科学（SB）的医学学生临床培训，并将这些进步传播给更广泛的医学教育社区。基于我们最近的NIH K07课程发展赠款（RFA-OD-05-001）确定的课程进步和学习者需求，创新的教育干预措施将针对医疗居民，并参加教授和监督医学生的教职员工。与斯坦福大学和更大的NIH财团的合作伙伴关系将最大程度地提高覆盖范围和影响，同时为SBS纳入提供关键的杠杆作用。在该项目的五年课程中，有960名医学生，250名内科和儿科居民以及100名医学院教师将接受我们的课程干预。项目创新包括将基于社区的研究理念以及传播与实施科学应用于医学教育，基于证据的教学方法的应用，以及在使用直接患者护理的临床教学的背景下，密切关注医学居民和教师。将通过与现有的，所需的课程结构进行仔细的联系来确保项目延续。该项目的目标将通过4个特定目的来实现：1）伙伴关系，2）SBS翻译，3）传播和4）评估。 “合作伙伴关系”建立了UCSF与斯坦福大学医学院与更大的NIH SBS联盟之间的合作关系，以促进课程开发和实施策略。 “ SBS翻译”解决了从医学院的前两年到三年级职员的临床实践的“知识翻译”的常见问题。三年级医学生的SBS临床教育的创新将主要由元认知技能指导以及教学生的居民和教职员工的发展和支持。通过地方和国家财团的关系，有针对性的传播计划（AIM 3）将使材料和实施策略可用于更大的健康专业教育受众。使用标准化患者考试和SBS投资组合对学习者的能力评估（AIM 4）将表现出干预的影响并激发学术出口。