米国医学部の教育プログラム,2003年~2004年

Barbara Barzansky¹, Sylvia I Etzel

¹Division of Undergraduate Medical Education Policy and Standards, American Medical Association, Chicago, Ill 60610, USA. barbara_barzansky@ama-assn.org

JAMA

|September 2, 2004

まとめ

米国医学部では,1993年~1994年,そして2003~2004年の間,学生の入学率が安定した26%の教員増加が見られました. ディーンズ・ディーンズ

科学分野:

医療教育医療教育について
アカデミック・アドミニストレーション
学部開発学部開発について

背景:

アメリカの医学部では,組織やプログラムが絶えず進化しています.
医療教育の変化を追跡することは,制度的動態を理解するために不可欠です.

研究の目的:

2003~2004年の米国医学部教育プログラムの現状と1993~1994年の状況を比較する.
教員数,学生の入学,学長の役割,および臨床評価方法の動向を分析する.

主な方法:

医療教育に関する連絡委員会 (LCME) の医療学校年次アンケート (2003-2004) を利用しました.
分析されたアメリカ医学大学協会アメリカ医学教育データ (1983-1984,1993-1994,2003-2004) のディレクトリ.

主要な成果:

フルタイムの教員数は1993年~1994年から2003年~2004年まで26%増加 (90,975人から114,549人) しました.
学生の入学率は安定したまま (約. 66,453から67,166まで).
院長の48%は二重の役割を担っており,標準化された患者/客観的な構造化された臨床試験 (OSCE) と米国医療免許試験 (USMLE) のステップ2の臨床スキルの採用は異なっていた.

結論:

医学部院長の役割は拡大し,しばしば教育のための明確な行政構造があります.
フルタイムの教員数の継続的な増加は,安定した学生数と対照的です.
医学部における標準化された臨床評価の実施には大きな違いがある.

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