学习经验涵盖了17年的经验,有三个连续全国性的基于能力的医学教育培训计划
Merel H de Heer1, Erik W Driessen2, Pim W Teunissen2,3
1Amsterdam UMC Location Vrije Universiteit Amsterdam, Research in Education, Amsterdam, Netherlands.
Frontiers in medicine
|March 8, 2024
概括
基于能力的医学教育 (CBME) 在过去的17年里发生了重大变化,转向了更灵活,个性化的培训,包括形成性评估. 研究生医学课程的这种转变增强了学习和居民的信任.
科学领域:
- 医学教育 医学教育
- 课程开发 课程开发
- 研究生培训研究生培训
背景情况:
- 基于能力的医学教育 (CBME) 重塑了研究生医学培训.
- 已经注意到了评估负担和工作场所实用性等挑战.
- 需要了解CBME在课程设计和实践中的转化.
研究的目的:
- 在课程设计中描述基于能力的医学教育 (CBME) 的演变.
- 分析了17年来三个连续的研究生培训计划的变化.
主要方法:
- 对三个荷兰妇产科和产科培训计划 (2005年,2013年,2021年) 的文档分析.
- 模板分析,以确定课程设计和实施的时间变化.
主要成果:
- 课程设计从总结性转向形成性,低风险评估.
- 培训计划越来越强调个人发展和个性化的学习轨迹.
- 观察到居民更大的自主性和信任,远离固定实习时间.
结论:
- 17年来,CBME将其转化为培训计划变得更加开放和灵活.
- 关键的变化包括培训计划的结构,学习成果的强制性和评估方法.
- 这种演变反映了向个性化,基于信任的研究生医学教育迈进的趋势.
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