门诊医学生基于工作场所的评估的实施和教师的看法
Marguerite Costich1,2, Suzanne Friedman1,2, Victoria Robinson1,2
1Division of Child and Adolescent Health, Department of Pediatrics, Columbia University Vagelos College of Physicians and Surgeons and NewYork-Presbyterian, New York, New York, USA.
The clinical teacher
|March 4, 2024
概括
基于可信任的专业活动 (EPA) 的基于工作场所的评估 (WBA) 改善了教师对医学学生的反. 这些工具增强了可操作的,基于行为的反,支持教师发展和临床环境中的可持续评估实践.
科学领域:
- 医学教育 医学教育
- 临床评估 临床评估
- 教师发展学院发展学院
背景情况:
- 越来越多的人对可信任的专业活动 (EPA) 基于工作场所的评估 (WBA) 对医学生的评估越来越感兴趣.
- 对教师感知的理解有限,并接受WBA用于反交付.
- 教师的接受对于在临床环境中持续使用WBA至关重要.
研究的目的:
- 探索教师对EPA接地WBA的看法及其对反交付的影响.
- 了解WBA如何影响教师的概念化和向医学学生提供反.
- 确定WBA实施和教师发展的障碍和促进者.
主要方法:
- 在儿科职员的门诊环境中实施形成性的EPA接地WBA.
- 教师接受了以绩效为导向和参考框架为导向的培训.
- 调查和半结构面试评估了教师的看法和反影响.
主要成果:
- 教师报告说,在WBA实施后,他们提供了更具体,以任务为导向的反.
- 新兴主题突出了WBA的好处,反障碍和改进建议.
- WBAs积极影响了教师对反的概念化和提供可操作的反.
结论:
- 基于EPA的WBA在门诊初级保健机构中是可行的,并增强了核心EPA的反交付.
- WBA积极影响教师对反的方法,从而为学习者提供更具可操作性,基于行为的反.
- 结果将指导WBA修改和教师发展,以便在核心职位中可持续使用.
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