"它改变了我的思维方式" - - 程序性评估对执业医生的影响:一项定性研究
Jessica Greenfield1, Kelli Qua2, Richard A Prayson3
1University of Virginia School of Medicine, Room 2008A Pinn Hall, Box 800866, Charlottesville, VA 22908-0366 USA.
Medical science educator
|August 7, 2023
概括
医学院毕业生积极看待程序性评估,强调其在目标导航和绩效反思中的作用. 这种系统的方法通过频繁的反和多样化的评估风险来增强学习.
科学领域:
- 医学教育 医学教育
- 评估和评价的评估和评估.
背景情况:
- 程序性评估系统地记录学习者的表现,使用多种反和评估风险.
- 现有的研究表明,学习者和教师对程序性评估对目标设定和反的影响有积极的看法.
- 克利夫兰诊所勒纳医学院 (CCLCM) 已经使用程序性评估超过18年.
研究的目的:
- 探索医生毕业生对他们在医学院期间和之后的程序性评估经验的看法.
- 在毕业生评估经验中确定与自决理论和专业身份形成相关的主题.
主要方法:
- 一项定性研究涉及采访26名来自CCLCM (2009-2019年级) 的医生毕业生.
- 有目的的抽样确保了跨类队列,临床专业和实践地点的代表性.
- 对面试成绩单进行了主题分析,以自决理论和专业身份形成框架为指导.
主要成果:
- 毕业生报告了对程序性评估的积极经验,特别是它在促进目标导航和自我反思方面的作用.
- 关于评估对专业身份形成和学习者自主性的影响,出现了关键主题.
- 具体的例子和毕业生的引用说明了评估系统的感知好处和挑战.
结论:
- 在CCLCM实施的程序性评估被毕业生认为是有利的,有助于他们的专业发展.
- 为正在实施或考虑实施程序性评估策略的机构提供了建议.
- 建议进行进一步的研究,以探索长期影响,并完善程序性评估模型.
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