儿科专科医师培训通科阶段置信职业行为指标构建研究

李珊; 宋丹羽; 茹喜芳; 刘晓宇; 刘黎黎; 齐心; 姚弥; 齐建光

doi:10.3760/cma.j.cn116021-20241215-02024

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儿科专科医师培训通科阶段置信职业行为指标构建研究

儿科医学教育专题 | 更新时间：2025-04-27

- 儿科专科医师培训通科阶段置信职业行为指标构建研究
- 暂无标题
- 中华医学教育探索杂志 2025年24卷第4期页码：466-472
- 作者机构：
  
  1.北京大学第一医院儿童医学中心，北京 102627
  2.北京大学第一医院整形烧伤科，北京 102627
  3.北京大学第一医院全科，北京 102627
- 作者简介：
  
  齐建光，Email：qjg2006@126.com
- 基金信息：
  
  北京大学医学部教育教学研究立项课题(2022YB34);北京大学临床医学+X青年专项(2024-31)
- DOI：10.3760/cma.j.cn116021-20241215-02024
  中图分类号： R-05
- 收稿日期：2024-12-15，
  
  纸质出版日期：2025-04-20
- 稿件说明：
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李珊, 宋丹羽, 茹喜芳, 等. 儿科专科医师培训通科阶段置信职业行为指标构建研究[J]. 中华医学教育探索杂志, 2025, 24(4): 466-472.
李珊, 宋丹羽, 茹喜芳, 等. 儿科专科医师培训通科阶段置信职业行为指标构建研究[J]. 中华医学教育探索杂志, 2025, 24(4): 466-472. DOI： 10.3760/cma.j.cn116021-20241215-02024.

DOI：

摘要

目的

本研究旨在构建在儿科专科医师培训通科强化阶段的置信职业行为（entrustable professional activities，EPAs）指标体系。

方法

首先，通过核心EPAs小组研讨、文献复习、名义小组讨论及专家咨询等步骤，构建儿科专科医师培训通科强化阶段的EPAs指标体系。随后，对该指标体系进行试运行与修订。

结果

EPAs核心小组由9名专科医师培训师资组成。在初始头脑风暴阶段，形成了包含30个行为的“潜在清单”。经过文献复习与整理，初稿缩减为8个EPAs项目。名义小组讨论进一步丰富了初稿内容，并对EPAs项目的重要性进行了排序与调整。最终，经专家咨询确定了儿科专科医师培训通科强化阶段的EPAs项目，具体包括危重患儿救治的基本操作、危急重症的识别与处置、危重患儿的转诊、围手术期管理、院内会诊、医疗与教学管理及系统改进、医患沟通与纠纷处理、公共卫生事件应对。试运行阶段，共有9名专科培训医师参与评价。针对预评价反馈的问题，对EPAs指标进行了修订，并制定了相应的课程培训体系。

结论

经过多轮名义小组讨论与专家函审，最终制定了儿科专科医师培训通科强化阶段的EPAs指标体系，并完成了试运行、修订及课程体系的构建。

Abstract

Objective

To construct an indicator system for entrustable professional activities (EPAs) in the general practice enhancement stage of pediatric specialist physician training.

Methods

A draft indicator system for EPAs in the general practice enhancement stage of pediatric physician training was developed through core EPAs working group discussion

literature review

nominal group discussion

and expert consultation. Subsequently

the indicator system was preliminarily implemented and revised.

Results

The core EPAs working group consisted of nine specialist physician trainers. In the initial brainstorming stage

a "potential list" of 30 activities was established. After literature review and collation

the draft indicator system included eight EPAs. Through nominal group discussion

the connotation of the draft was enriched

and the importance of the EPAs was ranked and modified. Finally

through expert consultation

the EPAs for the general practice enhancement stage of pediatric specialist physician training were determined. These included basic operations for the treatment of critically ill children

identification and management of critical illnesses

referral of critically ill children

perioperative management

in-hospital consultation

medical and teaching management and system improvement

doctor-patient communication and dispute handling

and response to public health events. During the preliminary implementation stage

a total of nine specialist physicians who participated in the training were evaluated. Based on the problems found in the pre-evaluation

the indicators of EPAs were revised

and a corresponding curriculum training system was developed.

Conclusions

Through multiple rounds of nominal group discussion and expert consultation

the indicator system for EPAs in the general practice enhancement stage of pediatric specialist physician training was formulated. The system was preliminarily implemented and revised

and a curriculum system was constructed.

关键词

Keywords

references

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