印度的基于能力的医学教育 (CBME):临床医生的多方面的挑战
Mary Kurien1,2,3, Kurien Thomas2,3,4
1Present Address: Department of ENT, Naruvi Hospital, Vellore, Tamilnadu India.
概括
国家医疗委员会在印度医学院授权基于能力的医学教育 (CBME),以实现医疗大学.
科学领域:
- 医学教育 医学教育
- 课程开发 课程开发
- 卫生政策 卫生政策
背景情况:
- 国家医疗委员会要求所有印度医学院提供基于能力的医学教育 (CBME).
- 这一举措符合"全民健康"的国家目标.
- 预计印度医学毕业生将发展五个核心角色:临床医生,沟通者,医疗保健团队的领导者/成员,专业人士和终身学习者.
研究的目的:
- 提供CBME的概述,其术语和知识差距.
- 为印度执业的耳鼻喉科医生提供有关医疗教育这些重大变化的信息.
- 为临床学术人员讨论实施CBME的潜在挑战.
主要方法:
- 对CBME指南和相关文件的文献综述.
- 分析印度医学毕业生预期的角色和能力.
- 讨论实施挑战和对国家卫生目标的潜在影响.
主要成果:
- CBME引入了一种结构化的医疗培训方法,专注于定义的能力.
- 有关CBME实施的关键知识缺口和需要进一步澄清的领域存在.
- 临床学者面临的潜在挑战可能会阻碍CBME的有效推广.
结论:
- 了解CBME对于执业的耳鼻喉科医生来说至关重要,以适应新的教育框架.
- 解决知识差距和实施挑战对于成功实现CBME的目标至关重要.
- 有效实施CBME对于实现"全民健康"的国家目标至关重要.
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