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值得信赖的专业活动评估的动机:课程理论与居民现实之间的差距
Neil Dhami1, Deena M Hamza2, Vijay J Daniels3
1is a PGY-4 Resident, General Internal Medicine, University of Alberta, Edmonton, Alberta, Canada.
Journal of graduate medical education
|July 12, 2024
概括
住院生没有内在的动机在基于能力的医学教育 (CBME) 中从事可信任的专业活动 (EPA). 程序要求,而不是学习,驱动EPA收购,影响CBME.
科学领域:
- 医学教育 医学教育
- 基于能力的医学教育 (CBME)
背景情况:
- 对基于能力的医学教育 (CBME) 和可信任的专业活动 (EPA) 的混合居民反应被记录下来.
- 了解居民对EPA的动机对于CBME的可持续性至关重要,强调学习评估.
研究的目的:
- 探索居民对获得环保协议的动机的观点.
- 评估EPA对学习的感知重要性.
- 收集总体居民对CBME课程的反.
主要方法:
- 连续探索性混合方法研究,涉及采访和调查.
- 半结构面试 (n=25) 和电子调查 (n=107) 与加拿大居民在CBME.
- 采用了主题,明显内容和描述性分析.
主要成果:
- 计划要求是居民寻求EPA的主要驱动因素.
- 居民对EPAs对学习的重要性的看法各不相同.
- 批评包括工作量增加",游戏系统"和缺乏教师所有权.
结论:
- 许多居民承认EPA的价值,但目前的CBME框架中缺乏评估的内在动机.
- 当前的CBME结构可能与居民的学习目标不完全一致,这会影响与EPA的参与.
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