在机构层面实施基于能力的医学教育:跨学科的比较方案评估
Heather Braund1,2, J Damon Dagnone3, Andrew K Hall4,5
1Department of Biomedical and Molecular Sciences and School of Medicine, Queen's University, Kingston, Ontario, Canada.
Medical teacher
|August 5, 2024
概括
基于能力的医学教育 (CBME) 的实施揭示了像评估负担这样的共同挑战,以及可信任的专业活动和反质量的项目特定变化. 这种经验可以指导未来的CBME倡议.
科学领域:
- 医学教育 医学教育
- 研究生培训研究生培训
- 医疗保健专业发展
背景情况:
- 一个研究生机构早期采用基于能力的医学教育 (CBME) 提供了一个独特的环境来分析实施数据.
- 机构因素保持不变,以隔离与CBME的项目特定经验.
研究的目的:
- 描述参与者在各种居住计划中对CBME实施的经验.
- 在制定CBME时,确定共同的主题和特定程序的变化.
主要方法:
- 评估了加拿大一所学术机构的八个居住计划.
- 涉及175名参与者:项目领导人,教师和居民.
- 三阶段研究:计划实施,颁布实施,并进行比较,以告知调整.
主要成果:
- 从项目结果的主题分析中,出现了六个关键主题.
- 突出了对CBME持续改进的普遍需求,以及评估负担增加等紧张局势.
- 关于可信任的专业活动,信任和反质量,人们注意到不同的经验.
结论:
- 实施CBME既取得了跨方案的成功,也面临着重大挑战.
- 这些发现为实施和评估CBME计划的其他机构提供了有价值的见解.
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