概括
高质量的医学教育教学与持有研究生资格和最近出版的教育工作者有关. 这些因素显著影响学员的学习和实践,指导未来的课程设计.
科学领域:
- 医学教育 医学教育
- 胃肠病学培训 胃肠病学培训
- 持续的专业发展 持续的专业发展
背景情况:
- 英国的研究生培训课程使用基于能力的课程和正式的教育课程.
- 影响学员学习和对这些教育计划的满意度的因素仍未得到充分研究.
- 了解有效的教学对于优化专业培训至关重要.
研究的目的:
- 检查影响学员对区域胃肠病学培训教学质量认知的因素.
- 识别教师和课程特征,与教育课程的改进实践效应相关.
主要方法:
- 在英格兰东部胃肠病学培训计划中,分析了6年的区域教学课程.
- 感知教学技能与对实践成绩的影响之间的相关性分析.
- 无条件的逻辑回归以确定有效教学的独立预测因素.
主要成果:
- 在教育工作者对教学技能的认知与对临床实践的影响之间存在着强烈的相关性.
- 正式的研究生教育资格和教育工作者最近的出版物 (12个月内) 独立地与更高的教学有效性得分有关.
- 没有发现与课程相关的因素与教学质量的感知有关.
结论:
- 教育人员的资格和最近的学术成果是高质量的医学教学的关键指标.
- 这些发现为设计有效的区域专业教学计划提供了宝贵的见解.
- 强调教育工作者的资格证书可以提高研究生医学培训的整体质量.
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