在本科基于能力的医学教育中对评估的系统审查和对印度背景的评估框架的推断 - - 一项研究协议
Sandeep K Gupta1, Tripti Srivastava2
1Department of Pharmacology, Heritage Institute of Medical Sciences, Varanasi, Uttar Pradesh, India.
本系统性审查综合了基于能力的医学教育 (CBME) 评估框架. 它旨在确定差距,并为印度环境提出一个模型评估框架.
科学领域:
- 医学教育 医学教育
- 评估框架 评估框架
- 基于能力的医学教育 (CBME)
背景情况:
- 对基于能力的医学教育 (CBME) 评估过程的现有文献进行有限的系统综合.
- 确定了关于CBME评估结构的当前知识上的差距.
- 对印度CBME的情境相关评估框架的需要.
研究的目的:
- 对现有的基于能力的医学教育 (CBME) 评估框架进行系统审查.
- 为CBME设计一个适合印度环境的模型评估框架.
- 为应对挑战并提高CBME评估流程的稳定性.
主要方法:
- 在多个数据库 (PubMed,MEDLINE,EMBASE,Scopus,Web of Science,Google Scholar) 中进行系统的文献搜索.
- 包括2006年1月至2020年12月期间发表的英语研究,重点关注CBME和评估方法.
- 使用PRISMA指南对标题,摘要和全文进行选;使用QATSDD进行质量评估.
主要成果:
- 将介绍当前CBME评估框架的全面综合.
- 确定现有评估结构中的关键组成部分和潜在缺口.
- 数据将以表格形式进行描述性总结.
结论:
- 该研究将提供全面的数据,以应对CBME评估中的挑战.
- 将为印度背景制定一个拟议的模型框架.
- 调查结果旨在为开发一个强大的CBME评估框架做出贡献.
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