在医疗保健教育中,确定在工作综合学习期间对能力发展的要求
Oona Janssens1,2, Vasiliki Andreou3, Mieke Embo4,5
1Department of Educational Studies, Faculty of Psychology and Educational Sciences, Ghent University, H. Dunantlaan 2, Ghent, 9000, Belgium. Oona.Janssens@UGent.be.
BMC medical education
|April 22, 2024
概括
在医疗保健工作综合学习 (WIL) 中优化基于能力的教育 (CBE) 需要满足特定的发展需求. 解决这些要求可以确保学生和毕业生的持续能力增长.
科学领域:
- 医疗保健教育 医疗保健教育
- 基于能力的教育 基于能力的教育
- 工作整合学习学习.
背景情况:
- 工作综合学习 (WIL) 对医疗保健学生来说至关重要,以获得必要的职场能力.
- 基于能力的教育 (CBE) 提出了挑战,通常优先考虑日常实践而不是持续的技能发展.
- 在医疗保健培训中,经常忽视了持续提高能力的必要性.
研究的目的:
- 在医疗保健教育中,在WIL期间优化能力发展,无论是在正式培训期间还是之后.
- 确定在医疗保健WIL计划中增强CBE的关键要求.
- 为改善学生为专业医疗保健角色做好准备提供见解.
主要方法:
- 采用了定性研究方法,利用与16名专家的半结构面试.
- 16名专家包括来自8个不同医疗保健领域的专业人士和2名外部专家.
- 使用Nvivo12©进行了感应主题分析,用于数据解释.
主要成果:
- 确定了有效的,持续的能力发展的八个基本要求.
- 关键领域包括能力框架,反思和反,评估策略和指导.
- 该研究强调了CBE在不同医疗保健计划和WIL环境中实施的显著差异.
结论:
- 识别和解决已识别的需求对于优化医疗保健能力发展至关重要.
- 有效的CBE策略必须支持持续学习和技能进步.
- 这些发现为加强医疗保健教育和WIL计划提供了一个框架.
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