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当"最佳"实践不是...

Gabrielle M Finn1, Megan E L Brown2

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概括
此摘要是机器生成的。

医学教育中的"最佳性"概念需要上下文. 被认为是最佳实践的做法可能不适用于所有人,强调在医学教育研究和指导方针中需要情况相关性.

关键词:
医学教育 医学教育最好的做法是最好的做法.证据 证据 证据 证据 证据 证据 证据教学教育学 在教学教育学.研究的研究研究的研究.

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科学领域:

  • 医学教育 医学教育
  • 基于证据的实践.

背景情况:

  • 术语"最佳性"意味着最高质量或适合性.
  • 在医学教育中",最佳性"体现在最佳实践指南和研究证据中.
  • 当前的证据往往忽视了它被认为是"最好的"特定背景 (谁,在哪里,什么,什么时候).

研究的目的:

  • 在医学教育中批判性地研究"最佳性"的概念.
  • 倡导如何理解和应用"最佳性"在医疗环境中的重构.
  • 突出背景在确定医疗实践适用性的关键作用.

主要方法:

  • 与医学教育相关的"最佳性"术语的概念分析.
  • 医学教育中最佳实践指南和研究方法的文献综述.
  • 对环境对"最佳"实践的定义和应用的影响进行批判性评估.

主要成果:

  • 医学教育中的"最好"通常是在不考虑特定背景的情况下提出的.
  • 普遍"最佳"做法的概念受到上下文因素的挑战.
  • 医疗实践可能是有效的或"好的",但不是普遍的"最佳".

结论:

  • 在医学教育中,对"最佳性"有细微的理解是必不可少的.
  • 必须将上下文因素纳入医学证据和实践的评估和应用.
  • 重新思考"最佳性"对于推动医学教育和有效实践至关重要.