临床评估专家:一个新的教师角色,以改善文职评估
Lindsay A Mazotti1,2, Delores A Amorelli1, Ronald A Navarro1,3
1Kaiser Permanente Bernard J. Tyson School of Medicine, Pasadena, CA, USA.
The Permanente journal
|December 1, 2023
概括
在医学教育中,一个新的临床评估专家 (CASp) 角色解决了门诊职员评估方面的挑战. 这个角色通过提供有效的评估和识别有风险的学生来支持基于能力的医学教育.
科学领域:
- 医学教育 医学教育
- 临床评估 临床评估
- 基于能力的医学教育
背景情况:
- 门诊职员,包括纵向综合职员 (LICs),由于时间压力和教师需求,面临评估挑战.
- 高质量的临床评估对于基于能力的医学教育,有效的分级和学生学习至关重要,特别是随着许可证考试结构和偏见问题不断变化.
研究的目的:
- 评估一个新的临床评估专家 (CASp) 角色在为期两年的LIC计划中的实施和影响.
- 确定CASp角色是否可以提高学生评估的有效性,并支持在门诊环境中学习.
主要方法:
- 创建了一个新的教师角色,临床评估专家 (CASp),以观察学生,提供反,并在LIC中完成基于能力的评估.
- 在2021-2022学年,CASps对186名第一年 (Y1) 和333名第二年 (Y2) LIC学生进行了评估.
主要成果:
- 第二年 (Y2) 的学生表现出更高的里程碑成就,并且需要的监督比第一年 (Y1) 的学生少.
- 虽然Y1学生对CASps的评价更为有利,但教师们发现该角色在两年中的贡献是一致的. 职员班主任指出,识别有风险的学生和增加教师评估有好处.
结论:
- CASp的角色提供了一个创新的解决方案,以提高临床职员评估在门诊环境中的有效性.
- 这个角色可以帮助减轻评估偏见,支持教师,并在LIC计划中确定需要额外支持的学生.
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