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Área de la Ciencia:

  • Educación médica y educación médica.
  • Administración académica de la administración académica.
  • Desarrollo de la Facultad Desarrollo de la Facultad

Sus antecedentes:

  • Las escuelas de medicina de los Estados Unidos experimentan una continua evolución organizativa y programática.
  • El seguimiento de los cambios en la educación médica es crucial para comprender la dinámica institucional.

Objetivo del estudio:

  • Comparar el estado de los programas educativos de las escuelas de medicina de los Estados Unidos en 2003-2004 con 1993-1994.
  • Para analizar las tendencias en el número de profesores, la matrícula de estudiantes, los roles del decano y los métodos de evaluación clínica.

Principales métodos:

  • Utilizado por el Comité de Enlace sobre Educación Médica (LCME) Cuestionarios anuales de las escuelas de medicina (2003-2004).
  • Análisis de la Asociación de Colegios Médicos Estadounidenses Directorio de los datos de la educación médica estadounidense (1983-1984, 1993-1994, 2003-2004).

Principales resultados:

  • La facultad de tiempo completo aumentó en un 26% (90,975 a 114,549) desde 1993-1994 hasta 2003-2004.
  • La matrícula estudiantil se mantuvo estable (aprox. 66,453 a 67,166). entre otras cosas.
  • El 48% de los decanos desempeñaban funciones duales; la adopción de exámenes clínicos estandarizados estructurados de paciente / objetivo (OSCE) y el Examen de Licenciamiento Médico de los Estados Unidos (USMLE) Paso 2 Habilidades clínicas variaron.

Conclusiones:

  • El papel del decano de la escuela de medicina se ha expandido, a menudo con una estructura administrativa distinta para la educación.
  • El crecimiento continuo de la facultad a tiempo completo contrasta con el número estable de estudiantes.
  • Existe una variación significativa en la implementación de evaluaciones clínicas estandarizadas en las escuelas de medicina.