揭示了实施基于研究生能力的医学教育课程的悖论
Noa A Birman1, Dana R Vashdi1, Rotem Miller-Mor Atias1
1University of Haifa, The Herta and Paul Amir Faculty of Social Sciences, School of Political Science, Department of Public Administration, Haifa, Israel.
Medical teacher
|May 28, 2024
概括
识别基于能力的研究生医学教育 (PGCBME) 实施中的悖论是克服挑战的关键. 了解这些固有的矛盾有助于成功地导航PGCBME的可持续性和有效性.
科学领域:
- 医学教育 医学教育
- 医疗保健管理的管理
- 组织研究 组织研究
背景情况:
- 基于能力的医学教育 (CBME) 是一个著名的研究生培训模式.
- 实施CBME面临着可持续性挑战.
- 悖论理论为理解这些复杂的挑战提供了一个框架.
研究的目的:
- 确定在实施研究生基于能力的医学教育 (PGCBME) 中固有的悖论.
- 探索PGCBME中标准化与灵活性所产生的紧张关系.
主要方法:
- 使用深度半结构面试进行的定性研究.
- 是一个更大的行动研究项目的一部分.
- 与八个新生儿病房的研究员和教育工作者进行了采访.
主要成果:
- 在PGCBME实施过程中发现了三种矛盾紧张的层次.
- 悖论1:标准化与灵活的评估工具.
- 悖论2:跨病房的标准化与独特的实施过程.
- 悖论3:标准化能力含义与灵活的成就指标.
结论:
- 实施PGCBME涉及矛盾的挑战,解决一个问题可能会使另一个问题恶化.
- 识别和理解这些悖论对于成功的PGCBME导航至关重要.
- 本研究为增强PGCBME实施策略提供了基础的理解.
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