在本科精神病学临床培训中,学生对基于能力的医学教育的观点:定性评估
Bhuvaneshwari Sethuraman1, Uttara Chari2, Shalini Perugu1
1Department of Psychiatry, St. John's Medical College Hospital, Bengaluru, Karnataka, India.
Indian journal of psychological medicine
|October 9, 2024
概括
医学本科生在基于能力的医学教育 (CBME) 精神病学临床派遣期间报告了知识,技能和态度的提高. 他们确定了学习障碍,并建议在理论上展示更多的实际技能.
科学领域:
- 医学教育 医学教育
- 精神病学培训 精神病学培训
- 基于能力的医学教育 (CBME)
背景情况:
- 国家医学委员会 (NMC) 在2019年推出了基于能力的医学教育 (CBME) 课程.
- 本科 (UG) 医学学生是CBME课程的关键利益相关者和受益者.
- 有限的研究存在于学生的观点,关于CBME精神病学在印度的临床发布.
研究的目的:
- 探索本科医学学生在CBME课程下的精神病学临床派遣方面的观点.
- 识别所感知的影响,学习障碍和改进建议.
主要方法:
- 一项涉及第二职业本科医学学生的定性研究,他们完成了他们的精神病学临床派遣.
- 通过半结构化问卷收集的数据.
- 主题分析应用于44名学生的书面反.
主要成果:
- 学生们认为他们的知识,态度和临床技能在精神病学派遣期间得到了增强.
- 识别的学习障碍包括学生,患者,互动和结构因素.
- 学生的反强调了他们更喜欢实践技能展示而不是理论课程.
结论:
- 本科生在CBME精神病学派遣期间经历了知识,态度和技能的积极变化.
- 在临床派遣期间,各种障碍妨碍了有效的学习.
- 改进培训需要更多地关注实际的,以患者为中心的技能发展.
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