基于能力的医学教育的教师发展中的集体智慧:需要评估和调查
Giovanna Sirianni1, Shantel Walcott2, Susan Glover Takahashi3
1Sunnybrook Health Sciences Centre.
MedEdPublish (2016)
|March 15, 2024
概括
以能力为基础的医学教育 (CBME) 的教师发展至关重要. 关于实施CBME,评估和反的小组会议最有效,尽管时间有限.
科学领域:
- 医学教育 医学教育
- 课程开发 课程开发
- 教师培训学院 培训学院
背景情况:
- 基于能力的医学教育 (CBME) 需要强大的教师发展 (FD) 才能成功实施.
- 将教育课程转换为CBME需要为教师提供战略支持.
- 在实习教育中教师的角色是采用新教育模式的核心.
研究的目的:
- 探索教师在能力基础医学教育 (CBME) 方面的教师发展 (FD) 的教师经验.
- 确定有效的FD活动和CBME实施的主题.
- 了解CBME与FD相关的计划需求和障碍.
主要方法:
- 在多伦多大学的住院教育的教师领导人进行了一项在线调查.
- 用描述性统计数据来分析调查答案.
- 主题,频率和比较分析确定了被认为的FD有效性,主题和需求的趋势.
主要成果:
- 调查响应率达到了44.6%.
- 小组形式被确定为最有效的FD活动.
- 主要的FD主题包括CBME实施,评估工具,反,指导和能力委员会.
- 缺乏教师时间是FD的主要障碍.
结论:
- 数据为多伦多大学CBME课程改革的战略规划提供了信息.
- 调查结果强调需要额外的资源和专注的FD干预.
- 解决教师的时间限制对于CBME有效的FD至关重要.
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