改造基于能力的医学教育的补救措施
Jean E Klig1, Calvin L Chou2, Adina L Kalet3
1Department of Emergency Medicine, Massachusetts General Hospital, Boston, MA, USA.
Medical teacher
|July 27, 2024
概括
基于能力的医学教育需要改变我们对补救的看法. 个性化学习的这一重要部分应该是成长的途径,而不是卫生专业学员的耻辱性绕道.
科学领域:
- 医学教育 医学教育
- 卫生专业培训 卫生专业培训
- 基于能力的教育 基于能力的教育
背景情况:
- 基于能力的医学教育 (CBME) 的演变为学习提供了新的机会.
- 补救目前是训练的一个耻辱和恐惧的方面,而不是一个支持的过程.
- 需要将补救重新定义为个性化学习的关键组成部分.
研究的目的:
- 为了解决有关卫生专业培训中整治现状的担忧.
- 倡导将康复转变为所有学员的以成长为导向的途径.
- 突出承认和支持需要补救的学员的重要性.
主要方法:
- 本研究是一份概念分析和立场论文.
- 它回顾了CBME当前的整治环境.
- 它提出了一个重振整治的框架.
主要成果:
- 补救往往被认为是一个负面的经验,阻碍能力的发展.
- 需要改变视角,才能将补救视为学习的组成部分.
- 改造补救措施可以促进改进和能力的实现.
结论:
- 补救必须被承认和整合为CBME个性化学习的重要组成部分.
- 与补救相关的耻辱需要被拆除,以鼓励学员的参与.
- 振兴康复途径对于健康专业教育的未来至关重要.
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