通过UME-GME过渡的镜头探索基于能力的医学教育:质量研究
Academic medicine : journal of the Association of American Medical Colleges
|September 12, 2023
概括
在本科到研究生医学教育 (UME-GME) 过渡过程中实施基于能力的医学教育 (CBME) 面临着挑战. 教育人员报告说,不信任,目标不一致,沟通不善,时间不灵活阻碍了CBME的采用.
科学领域:
- 医学教育 医学教育
- 健康 专业 教育 卫生 专业 教育
- 基于能力的医学教育
背景情况:
- 基于能力的医学教育 (CBME) 是一种模式转变,专注于学习者成果和能力评估.
- 从本科医学教育 (UME) 过渡到研究生医学教育 (GME) 正在发展,影响CBME实施.
研究的目的:
- 探索医学教育工作者在UME-GME过渡期间对CBME评估的经验.
- 确定在UME-GME连续性中实施CBME的挑战和前景.
主要方法:
- 使用构造主义原则的定性方法.
- 与CBME的UME和GME领导人进行了深入的半结构面试 (2019年2月 - 2020年1月).
- 对面试成绩单进行主题分析,以确定模式.
主要成果:
- 四个总体主题出现了:UME和GME之间的不信任,在居住选择中的目标不一致,关于能力的沟通不足,以及不灵活的培训时间框架.
- 缺乏信任,目标不一致,沟通不善,时间硬阻碍了CBME的实施.
- 接受采访的人代表了UME和GME的领导层,主要是具有内部医学背景.
结论:
- 尽管对CBME的承诺,但确定的挑战阻碍了整个UME-GME连续的成功实施.
- 解决不信任,目标不一致,沟通缺口和时间框架对于有效的CBME采用至关重要.
- 改善UME-GME过渡需要承认和解决这些已确定的主题的教育工作者.
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