通过以结果为重点的认证体系,实现基于能力的医学教育
Timothy R Dalseg1,2,3, Brent Thoma2,4, Keith Wycliffe-Jones5
1Department of Medicine, Division of Emergency Medicine, University of Toronto, Toronto, ON, Canada.
Perspectives on medical education
|February 12, 2024
概括
认证系统可以通过与教育理论保持一致,专注于质量改进,并使用灵活的标准和支持过程,实现基于能力的医学教育 (CBME). 精心设计对于全球成功实施CBME至关重要.
科学领域:
- 医学教育 医学教育
- 认证系统的认证系统
- 基于能力的医学教育 (CBME)
背景情况:
- 在全球范围内,基于能力的医学教育 (CBME) 的采用正在增加.
- 认证是CBME实施的关键推动因素,但其设计的作用尚未得到充分研究.
- 加拿大与CBME一起向基于结果的认证系统过渡提供了一个相关的案例研究.
研究的目的:
- 描述认证系统的特点,以促进CBME的实施.
- 分析加拿大研究生医学教育认证体系作为一个例子.
- 确定认证设计如何既能促进,又能阻碍CBME的采用.
主要方法:
- 加拿大医学研究生教育认证体系的定性分析.
- 描述CBME促进认证系统的四个关键特征:理论基础,质量重点,标准和流程.
- 检查这些特征如何与CBME原则保持一致.
主要成果:
- 认证的理论基础与CBME之间的协调推动了持续的变化.
- 质量改进的重点,而不是仅仅是质量保证,促进教育发展.
- 灵活而详细的认证标准和非惩罚性流程支持高可靠性CBME的实施和创新.
结论:
- 认证系统的设计显著影响CBME实施的成功.
- 关键特征包括理论对齐,质量改进方向,平衡标准和支持过程.
- 对于全球采用CBME的医学教育机构来说,关注认证的作用至关重要.
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