矛盾与机遇:调和专业身份形成与基于能力的医学教育
Robert Sternszus1, Natasha Khursigara Slattery2, Richard L Cruess3
1Department of Pediatrics & Institute of Health Sciences Education, McGill University, Montreal, Quebec, CA.
Perspectives on medical education
|November 13, 2023
概括
基于能力的医学教育 (CBME) 必须整合专业身份形成 (PIF),以培养全面的医生. 调和CBME的情况
科学领域:
- 医学教育 医学教育
- 职业身份的形成 职业身份的形成
- 基于能力的医学教育
背景情况:
- 基于能力的医学教育 (CBME) 侧重于实践的可证明技能.
- 在CBME中过度强调"做"可能会忽视"存在",影响专业身份形成 (PIF).
- 将PIF整合到CBME是具有挑战性的,因为定义,评估和运营问题.
研究的目的:
- 调和基于能力的医学教育 (CBME) 和专业身份形成 (PIF).
- 将PIF纳入医学课程的路径概述.
- 支持满足社会需求的医生发展.
主要方法:
- 确定了CBME和PIF之间的三个核心矛盾.
- 提出的课程机会来解决这些矛盾.
- 建议未来的研究方向,以便在医学教育中协调"做"和"做".
主要成果:
- CBME侧重于行为/标准化/观察能力,而PIF强调过程/个性化/整体评估.
- 课程策略包括基于过程的结果,个性化能力认可和指导自我评估.
- 解决的矛盾为将PIF整合到CBME提供了一个框架.
结论:
- 调和CBME和PIF对于整体医生发展至关重要.
- 整合PIF增强了专业性,福祉和包容性.
- 解决"做"和"存在"二分法对未来的医学教育至关重要.
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