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适应数字期经营能力建设工具的实施和影响,以提高研究生基于能力的医学教育中的教学,学习和反
Sandika O Baboolal1, Veena S Singaram2
1School of Clinical Medicine College of Health Sciences University of KwaZulu Natal 719 Umbilo Road, Umbilo Durban 4001 South Africa; Ophthalmology Department, Division of Surgery, James Paget University Hospital NHS Foundation Trust, United Kingdom.
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|March 16, 2024
概括
一个数字化的形成性评估工具通过提高教学,反和能力,成功增强了外科教育. 这种基于工作场所的评估工具对实习生与培训师的关系和外科文化产生了积极的影响.
科学领域:
- 医学教育 医学教育
- 进行外科手术培训.
- 数字健康数字健康
背景情况:
- 在外科手术中,监督学习需要有效的教学和反机制.
- 传统的评估方法可能无法充分捕捉外科手术能力的发展.
- 数字工具在外科教育中提供了增强形成性评估的潜力.
研究的目的:
- 在外科专业中引入,调整和实施数字化形成性评估工具.
- 评估该工具对外科手术期间的教学,学习,反和外科手术能力的影响.
- 评估对整体教学和学习文化的影响.
主要方法:
- 采用了一种参与式行动研究模型,采用混合方法方法.
- 这项研究涉及12名外科培训师和12名外科实习生,为期10个月.
- 一个适应的23项数字工具被用于基于工作场所的能力建设评估.
主要成果:
- 数字工具的完成是高效的,大多数自我评估和反需要不到5分钟.
- 所有参与者都认为该工具对教学,学习,反和能力发展有好处.
- 观察到外科手术能力进展的证据,文化转向更结构化和更频繁的反.
结论:
- 实施适应的数字化基于工作场所的评估工具可以加强监督的术后教学和学习.
- 该工具改善了反,促进了能力发展,并积极影响了实习生与培训师的关系和教育文化.
- 这种方法支持成功实施基于能力的医学教育 (CBME).
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