为什么能力框架在健康公平教学和评估方面没有足够的细微差别
Zareen Zaidi1, Daniele Ölveczky2, Nicole A Perez3
1Professor of medicine at the George Washington University School of Medicine and Health Sciences in Washington, DC.
AMA journal of ethics
|January 5, 2024
概括
本文建议将健康公平纳入医学教育,培训医生了解和解决影响健康的结构因素. 它概述了在医疗实践中教学和评估这些关键技能的方法.
科学领域:
- 医学教育 医学教育
- 健康 公平 卫生 公平
- 公共卫生 公共卫生
背景情况:
- 基于能力的医学教育 (CBME) 需要强有力的整合健康公平原则.
- 医生必须了解健康的结构性决定因素,并采取行动促进公平.
研究的目的:
- 提出一个框架,将健康公平纳入CBME.
- 概述教学策略和评估医生在健康公平方面的技能.
主要方法:
- 对健康公平教育现有框架的审查.
- 在学习活动中制定教学和评估策略.
主要成果:
- 确定了两个关键的医生责任:了解结构性健康不平等,并采取行动.
- 建议培养学员辨别能力和行动能力的方法.
结论:
- 有效的CBME必须为医生提供知识和技能,以促进健康公平.
- 具体的教学和评估策略对于成功的融合至关重要.
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