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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
尽管申请人数下降,但美国医学院通过增加教师和更新课程来维持学生入学率. 标准化的临床技能评估方法也在增加.
科学领域:
- 医学教育 医学教育
- 医生培训 医生培训 医生培训
- 课程开发 课程开发
背景情况:
- 美国医学院不断调整课程和人员,为学生提供必要的医生能力.
- 持续的变化旨在增强未来医疗实践所需的知识,技能,态度和价值观.
研究的目的:
- 分析2002-2003学年美国医学教育的状况.
- 将2002-2003学年数据与1997-1998学年数据进行比较.
主要方法:
- 利用了医学教育联络委员会 (LCME) 医学院年度问卷的数据.
- 来自美国医学院协会 (AAMC) 数据库和AAMC数据仓库的纳入数据:申请人入学档案.
- 评估教师人数,申请人和学生统计,新科目的课程时间和学生评估方法.
主要成果:
- 全日制教师增加了13.2% (2002-2003年为109526人,而1997-1998年为96773人).
- 申请人数减少了21.8% (2002-2003年为33,625人,而1997-1998年为43,016人),而入学人数保持稳定 (66,677人).
- 纳入课程的新学科,具有可变的时间分配;客观结构化临床检查 (OSCE) 等标准化临床技能评估的使用正在增加.
结论:
- 美国医学院面临申请人数下降,但学生入学率保持稳定.
- 教师人数有所增加,课程也在纳入新的学科.
- 标准化临床技能评估方法正在变得越来越普遍,尽管它们的实施方式各不相同.
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