PDF(Pubmed)
Abstract：
OBJECTIVE: There is little data evaluating procedural skills in current rural pediatric practices. In order to prepare a cadre of pediatricians to work in rural settings, we require an understanding of the unique procedural skills needed by rural pediatric providers. Our objective was to determine how often pediatricians performed various procedural skills, determine the importance of these skills to current practice, and how they differ between rural and urban pediatric providers.
METHODS: A survey evaluating pediatrician utilization of the 13 required Accreditation Council Graduate Medical Education procedural skills in current practice was developed and distributed to pediatric providers in New Mexico. Descriptive statistics were used to profile participants and describe survey responses. Chi-square tests were used to evaluate differences by urban setting or IHS. Fisher\'s exact test was employed to assess differences if cell sizes were less than five. All p-values were two sided with alpha=.05. Benjamini-Hochberg method was used to control for type 1 errors.
RESULTS: Fifty-two of 216 pediatric providers responded. The majority surveyed performed each of the 13 procedures less than monthly but competency in many of these procedures is important. Thirty-two respondents submitted free-text responses recommending competence with tracheostomy changes, gastrostomy-tube changes/cares, and circumcision.
CONCLUSIONS: Majority of surveyed pediatricians performed the required procedures less than monthly but deemed several procedures to be important. Rural pediatricians recommended specific procedural skills needed in rural practice. All trainees receive procedural skills training. However, trainees interested in rural practice may need additional training in specific skills different than their non-rural counterparts.
METHODS: A survey evaluating pediatrician utilization of the 13 required Accreditation Council Graduate Medical Education procedural skills in current practice was developed and distributed to pediatric providers in New Mexico. Descriptive statistics were used to profile participants and describe survey responses. Chi-square tests were used to evaluate differences by urban setting or IHS. Fisher\'s exact test was employed to assess differences if cell sizes were less than five. All p-values were two sided with alpha=.05. Benjamini-Hochberg method was used to control for type 1 errors.
RESULTS: Fifty-two of 216 pediatric providers responded. The majority surveyed performed each of the 13 procedures less than monthly but competency in many of these procedures is important. Thirty-two respondents submitted free-text responses recommending competence with tracheostomy changes, gastrostomy-tube changes/cares, and circumcision.
CONCLUSIONS: Majority of surveyed pediatricians performed the required procedures less than monthly but deemed several procedures to be important. Rural pediatricians recommended specific procedural skills needed in rural practice. All trainees receive procedural skills training. However, trainees interested in rural practice may need additional training in specific skills different than their non-rural counterparts.
摘要：
目的：在目前的农村儿科实践中，很少有评估程序技能的数据。为了培养儿科医生干部在农村工作，我们需要了解农村儿科服务提供者所需的独特程序技能.我们的目标是确定儿科医生执行各种程序技能的频率，确定这些技能对当前实践的重要性，以及农村和城市儿科提供者之间的差异。
方法：制定了一项调查，评估儿科医生在当前实践中对13项认证委员会研究生医学教育程序技能的利用情况，并分发给新墨西哥州的儿科提供者。描述性统计数据用于描述参与者并描述调查响应。卡方检验用于评估城市环境或IHS的差异。如果细胞大小小于5，则采用Fisher精确检验来评估差异。所有P值都是双侧的,α=.05。Benjamini-Hochberg方法用于控制1型错误。
结果：216名儿科提供者中有52名做出了回应。接受调查的大多数人每月执行13个程序中的每个程序，但其中许多程序的能力很重要。32名受访者提交了自由文本回复，推荐气管造口术的能力，胃造瘘管更换/护理，和包皮环切术。
结论：大多数接受调查的儿科医生执行所需程序少于每月，但认为有几个程序很重要。农村儿科医生建议农村实践所需的特定程序技能。所有学员都接受程序技能培训。然而,对农村实践感兴趣的学员可能需要与非农村同行不同的特定技能的额外培训。
方法：制定了一项调查，评估儿科医生在当前实践中对13项认证委员会研究生医学教育程序技能的利用情况，并分发给新墨西哥州的儿科提供者。描述性统计数据用于描述参与者并描述调查响应。卡方检验用于评估城市环境或IHS的差异。如果细胞大小小于5，则采用Fisher精确检验来评估差异。所有P值都是双侧的,α=.05。Benjamini-Hochberg方法用于控制1型错误。
结果：216名儿科提供者中有52名做出了回应。接受调查的大多数人每月执行13个程序中的每个程序，但其中许多程序的能力很重要。32名受访者提交了自由文本回复，推荐气管造口术的能力，胃造瘘管更换/护理，和包皮环切术。
结论：大多数接受调查的儿科医生执行所需程序少于每月，但认为有几个程序很重要。农村儿科医生建议农村实践所需的特定程序技能。所有学员都接受程序技能培训。然而,对农村实践感兴趣的学员可能需要与非农村同行不同的特定技能的额外培训。
