一个框架,让医疗保健专业学员作为继续教育活动规划者和演讲者
Mary Barna Bridgeman1, Paul Weber1,2, Michael Toscani1
1Ernest Mario School of Pharmacy, Rutgers, The State University of New Jersey, Piscataway, New Jersey, USA.
本研究概述了在继续教育 (CE) 活动发展中培养新卫生专业人员的原则. 调查结果比较了由实习生和教师领导的CE,为教育工作者和新从业者提供了指导.
科学领域:
- 卫生专业教育 卫生专业教育
- 继续教育 (CE) 发展发展
- 教师培训学院的教师培训是什么
背景情况:
- 研究生培训计划越来越多地让学员参与持续教育 (CE) 活动的规划和开发.
- 目前为培训学员成为CE教师的最佳实践尚未建立,导致潜在的犹.
- 有效的CE要求遵守成人学习原则,包括差距识别,目标设定,基于证据的内容,积极学习和评估.
研究的目的:
- 确定引入学员继续教育 (CE) 活动发展的关键原则.
- 为了比较学员开发和交付的CE与教师开发和交付的CE的结果.
主要方法:
- 该手稿概述了在CE活动开发中指导学员的原则.
- 进行了CE活动之间的比较分析,由实习生与教师开发和交付.
主要成果:
- 该研究为准备学员开发和交付CE.提供了一个框架.
- 介绍了培训者与教师开发的CE的比较结果.
结论:
- 建立明确的原则和指导对于准备学员有效参与CE活动发展至关重要.
- 这些发现为CE提供者提供了指导,以更好地支持和将新从业者纳入教育角色.
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