当"最佳"实践不是
Gabrielle M Finn1, Megan E L Brown2
1Division of Medical Education, Faculty of Biology, Medicine and Health, School of Medical Sciences, The University of Manchester, 1st Floor, Core Technology Facility, 46 Grafton Street, Manchester, M13 9NT UK.
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.
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.
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