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分析生理学理论问题论文在古吉拉特州实施基于能力的医学教育:试点研究
Manish Ramavat1, Tejas Prajapati2, Pratik N Akhani3
1Physiology, Gujarat Medical Education and Research Society Medical College, Vadnagar, IND.
Cureus
|August 29, 2024
概括
古吉拉特邦的医学生理学考试主要测试"记忆"和"理解"等较低的认知水平,不符合基于能力的医学教育 (CBME) 准则. 对60篇论文的分析显示,需要更高层次的思考问题和教师培训.
科学领域:
- 医学教育评估 医学教育评估
- 生理学课程评价 生理学课程评价
背景情况:
- 医学教育强调评估与基于能力的医学教育 (CBME) 准则保持一致,需要更高的认知水平.
- 现有的生理学问卷需要根据CBME标准对构造和内容有效性进行评估.
研究的目的:
- 分析来自古吉拉特医科大学的生理学理论问卷质量.
- 通过使用Bloom的分类学来评估构造和内容有效性来评估与CBME指南的一致性.
主要方法:
- 观察性,横截面研究分析了来自古吉拉特州八所大学的60篇生理学理论问卷.
- 构造和内容有效性的评估.
- 使用Bloom的分类学,评估认知领域的学习水平.
主要成果:
- 分析了1842个问题;30.4%的测试是"记住"和23.3%的"理解"水平.
- 只有6.4%的测试是"分析"和5.1%的"评估";没有"创建"级别的问题.
- 22.5%的问题缺少动词,无法与布鲁姆的分类层次保持一致; 96.3%涉及核心能力.
结论:
- 古吉拉特邦的生理学总结考试主要集中在较低的认知水平上 ("记住"",理解").
- 很大一部分问题缺乏明确的认知水平指标.
- 建议包括纳入高阶认知问题,使用评估蓝图,以及教师课程校正培训.
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