利用教师发展来支持在解剖学和临床病理学培训中可信任的专业活动评估工具的验证
Bronwyn H Bryant1, Scott R Anderson1, Mark Brissette2
1University of Vermont Medical Center, Department of Pathology and Laboratory Medicine, Burlington, VT, USA.
Academic pathology
|April 1, 2024
概括
这项研究开发了病理学可信任专业活动 (EPA) 的信任量表和评估方法. 教师发展和试点测试为这些病理的EPA评估提供了初步验证.
科学领域:
- 医学教育 医学教育
- 病理学培训 病理学培训
- 基于能力的教育 基于能力的教育
背景情况:
- 值得信赖的专业活动 (EPA) 是评估美国医学院医学能力的关键.
- 病理学实习课程需要专业活动的结构化评估框架.
- 现有的评估方法可能无法完全捕捉病理学实践的细微差别.
研究的目的:
- 开发和验证病理学EPA的委托量表.
- 概述一个教师发展过程来实施这些尺度.
- 为将EPA评估纳入病理学实习培训提供路线图.
主要方法:
- 为病理学EPAs制定一个委托级别和形成性/总结性评估.
- 使用"培训培训师"模式实施教师发展计划.
- 试点研究涉及解剖学和临床病理学EPAs在志愿者居住计划.
主要成果:
- 成功开发了病理学EPA的委托量表和评估方法.
- 使用绩效维度和参考框架培训有效的教师发展.
- 最初的验证数据支持拟议的病理学信任度表.
结论:
- 开发的委托量表,评估和教师发展模型适用于任何病理学EPA.
- 这一框架为病理学计划提供了实施EPA评估的实际路线图.
- 该研究为增强病理学实习的基于能力的评估提供了基础.
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