凝视未来:对CBME过渡到诊断放射学实践阶段的第一视角
Laura Wong1, Andrew D Chung1, Christina Rogoza1
1Department of Diagnostic Radiology, Kingston Health Sciences Centre, Kingston, ON K7L 2V7, Canada (L.W., A.C., C.R., B.K.); Queen's University, Faculty of Health Sciences, Kingston, ON, Canada (L.W., A.C., C.R., B.K.).
在诊断放射学实习中实施基于能力的医学教育 (CBME) 在评估数量和质量方面提出了挑战. 诸如明确的指导方针和整体评估等策略可以增强这种培训模式.
科学领域:
- 医学教育 医学教育
- 放射学实习生培训 放射学实习生培训
背景情况:
- 皇后大学在2017年实施了基于能力的医学教育 (CBME) 课程,用于诊断放射学住院.
- 这项研究重点关注过渡到实践阶段和试点新的国家课程评估方法.
研究的目的:
- 突出实施CBME用于诊断放射学的挑战和机遇.
- 为过渡到这个新课程的课程提供考虑.
主要方法:
- 审查了3名住院人员在过渡到实践阶段的39份电子评估.
- 分析了信任评级和里程碑成就得分.
主要成果:
- 分析了来自13位评估员的39份评价.
- 95%的评估被评为委托,但没有居民满足所有要求的委托.
- 在219个里程碑评分中,86%的评分是"实现的",所有3名居民都获得了晋升.
结论:
- 在CBME的挑战包括评估的数量和质量.
- 成功策略包括明确的指导方针,教师/居民培训和整体评估.
- 通过专注于能力和个性化反,CBME可以改善医学教育.
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