可信任的息医学专业活动:一个教师和学习者发展活动.
Sarah Kawaguchi1, Jeff Myers1, Melissa Li2
1Division of Palliative Care, Division of Palliative Care, Department of Family and Community Medicine, Sinai Health System, University of Toronto, Toronto, Canada.
Journal of palliative medicine
|July 15, 2024
概括
基于能力的医学教育 (CBME) 的教师发展通过模拟的患者遭遇和解答报告来增强. 这种方法提高了教师的信心和准备好实施可信任的专业活动 (EPAs).
科学领域:
- 医学教育 医学教育
- 教师发展学院发展学院
- 基于能力的医学教育
背景情况:
- 教师发展对于基于能力的医学教育 (CBME) 的实施至关重要.
- 现有的证据有限,以指导CBME有效的教师培养活动的设计.
研究的目的:
- 描述和评估旨在支持CBME实施的教师发展活动.
- 评估教师使用可信任专业活动 (EPA) 的能力,以及他们对评估学习者准备能力的信心.
主要方法:
- 息医学学院参加了一次专注于EPA的教师发展会议.
- 教师观察了模拟的患者接触,以练习估计学习者对委托的准备.
- 简化报告会议讨论了评估变化,并在会议后和6个月后测量了态度/信心.
主要成果:
- 教师成功地利用了EPA框架来评估学习者的准备.
- 在6个月后,教师在知识,技能和行为领域的态度和信心的显著改善持续了6个月.
- 模拟观察和汇报有效地为CBME和EPA实施做好了教师准备.
结论:
- 描述的教师发展活动成功地为基于能力的医学教育和EPA实施准备了教师.
- 模拟遭遇的直接观察和简化解答是提高教师能力和信心的有效策略.
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