从规范性到基于标准的分级的转变在产科和妇科工作人员实习中
1Department of Obstetrics, Gynecology and Reproductive Science, Department of Medical Education at the Icahn School of Medicine at Mount Sinai, Mount Sinai Health System, New York, NY, USA.
Journal of medical education and curricular development
|March 19, 2024
概括
过渡到基于标准的分级在产科和妇科 (OB / GYN) 职务人员提高了荣誉成绩和学生的满意度. 这种新的分级系统,专注于预定义的能力,改善了学习体验.
科学领域:
- 医学教育 医学教育
- 研究生医学教育研究生医学教育
- 产科和妇科工作人员实习.
背景情况:
- 在医务职位上,传统的规范分级可能会造成人为的分级分布.
- 转向基于标准的分级允许对预定义的标准进行评估,这可能会更准确地反映学习者的能力.
研究的目的:
- 在实施基于标准的分级系统之前和之后,比较学生在产科和妇科 (OB / GYN) 职位上的表现和满意度.
- 评估从规范性到基于标准的分级过渡对荣誉等级,国家医学检查委员会 (NBME) 架子考试成绩和学生满意度的影响.
主要方法:
- 单一的医疗机构从规范性分级计划转向基于标准的计划,用于其产科医生/妇科医生职位.
- 基于标准的方案涉及6个能力,定义了实现"通过"或"荣誉"地位的标准.
- 学生成绩,NBME书架考试成绩和满意度评分在规范分级 (2021-2022) 和基于标准分级 (2022-2023) 的学年之间进行了比较.
主要成果:
- 获得荣誉学位的学生的百分比从规范体系的66%显著增加到基于标准的体系的96% (P < .01).
- 获得荣誉学位的学生的NBME提前考试平均分数在规范年度 (78.9) 与基于标准的年度 (76.7) 相比较高,尽管总体平均分数在队列之间没有显著差异 (P = .06).
- 与规范年 (3.7) 相比,在基于标准的评分年 (4.1) 中,学生对职员的满意度评分显著更高 (P < .05).
结论:
- 在妇产科医生职位上,基于标准的评分导致了更高比例的学生获得荣誉学位,并提高了学生的整体满意度.
- 这些发现支持一个评分范式,该范式根据既定标准来评估学习者,而不是相对于他们的同龄人.
- 基于标准的评估可以更好地与教育目标保持一致,通过专注于掌握能力.
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