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美国医学院的教育计划,1999-2000年

B Barzansky1, H S Jonas, S I Etzel

  • 1Division of Undergraduate Medical Education, American Medical Association, 515 N State St, Chicago, IL 60610, USA.

JAMA
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此摘要是机器生成的。

医学院教师在1999-2000年增长,但申请人数下降. 现在越来越多的学校要求美国医学执照考试 (USMLE) 步骤1和2毕业,使用不同的临床评估.

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科学领域:

  • 医学教育 医学教育
  • 医疗卫生工作人员分析

背景情况:

  • 医学教育联络委员会 (LCME) 年度医学院问卷提供了有关美国医学院的全面数据.
  • 了解教师,学生人口统计,课程和评估的趋势对于医学教育质量至关重要.

研究的目的:

  • 介绍1999-2000学年美国医学教育课程的现状.
  • 分析教师人数,学生申请人数,多样性,课程和评估方法的变化.

主要方法:

  • 分析1999-2000年LCME年度医学院问卷调查数据 (100%的响应率).
  • 包括来自其他相关来源的数据,以获得全面的概述.
  • 将1999-2000年的数据与前几年的数据 (1998-1999) 进行比较,以确定趋势.

主要成果:

  • 全日制教师总数增加了4.3%至102,446;临床教师增长了5%,而基础科学教师增长了<0.5%.
  • 医学院申请人数下降了6%,达到38,529. 一年级的班级包括45.8%的女性和12.1%的代表性不足的少数民族.
  • 70所学校 (56%) 要求通过美国医疗执照考试 (USMLE) 步骤1和2获得晋升/毕业,比1998-1999年的50%增加. 客观结构化临床检查 (OSCE) 的使用有很大差异.

结论:

  • 医学教育课程正在纳入新的内容 (例如,替代医学) 和教学方法 (例如,基于计算机的学习).
  • 有越来越多的趋势要求USMLE步骤1和2医学学生的进步.
  • 标准化临床绩效评估方法在各机构中仍然不一致地实施.