加拿大居民对基于能力的医学教育经验的定性研究
Leora Branfield Day1,2, Terry Colbourne1,3, Alex Ng1,4
1Resident Doctors of Canada, Ontario, Canada.
Canadian medical education journal
|June 12, 2023
概括
居民发现基于能力的医学教育 (CBME) 目标有价值,但在评估和反方面面临挑战,导致焦虑和系统游戏. 教师支持改善了他们对这种教育模式的经验.
科学领域:
- 医学教育 医学教育
- 研究生培训研究生培训
- 课程开发 课程开发
背景情况:
- 基于能力的医学教育 (CBME) 是一种基于结果的医疗培训方法.
- 居民参与对于成功实施CBME至关重要.
- 关于居民对CBME的体验的研究有限.
研究的目的:
- 探索加拿大居民对实施的基于能力的医学教育计划的经验.
- 从学员的角度来看,确定CBME的挑战和好处.
主要方法:
- 与来自加拿大七个研究生培训计划的16名居民进行了半结构化采访.
- 参与者包括来自家庭医学和专业课程的住院医生.
- 进行了主题分析,使用了构造主义立足理论原则.
主要成果:
- 居民对CBME的目标持乐观态度,但报告了评估和反方面的缺点.
- 问题包括行政负担,绩效焦虑以及缺乏意义的评估 ("检查框",非具体评论).
- 挫折源于评估中被认为的主观性和不一致性,导致企图"游戏系统";教师参与改善了经验.
结论:
- 居民认识到CBME在提高教育,评估和反质量的潜力.
- 目前CBME的运行可能无法始终满足教育目标.
- 建议采取举措,改善居民对CBME评估和反流程的体验.
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