在一个小小的子专业课程中记录过渡到基于能力的医学教育
Taryn A Simon1, Sawayra Owais2, Dante Duarte3
1is a Research Assistant, Department of Psychiatry and Behavioural Neurosciences, McMaster University, Hamilton, Ontario, Canada.
Journal of graduate medical education
|June 17, 2024
概括
一个小小的子专业课程的教师和住院人员发现基于能力的医学教育 (CBME) 是有益的,但具有挑战性. 实施CBME的关键改进包括更好的工作负载管理和对可信任的专业活动的更明确的期望.
科学领域:
- 医学教育 医学教育
- 精神病学是一个精神病学.
- 基于能力的医学教育
背景情况:
- 医学教育向基于能力的医学教育 (CBME) 的过渡正在进行中.
- 在小型子专业课程中的经验对于CBME实施至关重要.
研究的目的:
- 在一个小的子专业课程中,探索教师和居民在过渡到CBME期间的经验.
主要方法:
- 用建设主义镜头进行定性描述性研究.
- 采访老年精神病学子专业课程的教师和住院医生.
- 对转录的采访进行主题分析.
主要成果:
- 教师和住院人员对CBME的知识各不相同;频繁的反是有价值的.
- 节目规模小,既是阻碍反的障碍,也是促进反的因素.
- 尽管直接经验有限,但对能力委员会的看法是积极的.
结论:
- 对可信任的专业活动管理的不一致的期望需要支持.
- 同学关系影响了反交付和感知.
- 工作负载管理是小程序CBME改进的一个关键领域.
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