目的:缺乏体力活动是许多急性和慢性疾病的重要原因。虽然缺乏体力活动(PA)的危险是众所周知的,医生有解决这些问题的愿望,缺乏运动处方(ERx)方面的教育可能是阻碍患者正确开运动处方的障碍.这项研究的目的是确定ERx医学教育讲座的有效性,并为学生和医生在培训中需要进行正式的ERx教育提供证据,次要目标是进一步探索医学生和居民对PA和ERx的习惯和信念。
方法:根据美国运动医学学院的ERx原理开发了一个一小时的教育课程。在课程会议之前和之后,对韦恩州立大学医学院的医学生和居民进行了前后调查,以评估感知的ERx知识水平和为患者开具有氧和抵抗运动的信心水平。在Zoom上举行了虚拟课程会议。
结果:共分析了144个调查前结果和119个调查后结果。平均感知ERx知识水平从4.67/10±1.98显著提高到7.35/10±1.56(P<.001)。与患者讨论PA的平均置信水平,能够回答与运动相关的问题,开有氧运动的信心水平,在所有组和总体中,处方抗阻运动的能力显着增加(P<0.001)。
结论:一个一小时的课程,教育医学生和居民如何编写ERx,提高了对这一主题的感知知识和信心。尽管需要进一步研究来确定患者护理环境中的长期知识保留和对ERx行为实践的影响,这项研究提供了初步证据,证明将其纳入医学院课程的常规组成部分.
OBJECTIVE: Physical inactivity is a significant contributor to many acute and chronic medical conditions. While the dangers of physical inactivity (PA) are well understood and physicians have the desire to address them, a lack of education in exercise prescription (ERx) may be a barrier to properly prescribing exercise to patients. The aim of this research was to determine the effectiveness of an ERx medical education lecture and provide evidence for the need for formal ERx education among students and physicians in training with a secondary goal of further exploring medical student and resident habits and beliefs about PA and ERx.
METHODS: A one-hour education session was developed based on the American College of Sports Medicine principles of ERx. Pre- and postsurveys were administered immediately before and after the curriculum session to Wayne State University School of Medicine medical students and residents to assess perceived ERx knowledge level and confidence levels for prescribing aerobic and resistance exercise to patients. Virtual curriculum sessions were held over Zoom.
RESULTS: A total of 144 presurvey and 119 postsurvey results were analyzed. The mean perceived ERx knowledge level significantly increased from 4.67/10 ± 1.98 to 7.35/10 ± 1.56 (P < .001). Mean confidence level discussing PA with patients, ability to answer exercise-related questions, confidence level in ability to prescribe aerobic exercise, and ability to prescribe resistance exercise significantly increased in all groups and overall (P < .001).
CONCLUSIONS: A one-hour session to educate medical students and residents on how to write an ERx improved perceived knowledge and confidence in this subject matter. Although further study is needed to determine long-term knowledge retention and the impact on ERx behavioral practice in a patient care setting, this study provides preliminary evidence to justify its inclusion as a regular component of the medical school curriculum.