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医学教育中的评估的下一个时代:探索背景和实施的交叉点
Aliya Kassam1, Ingrid de Vries2, Sondra Zabar3
1Department of Community Health Sciences and Director of Scholarship in the Office of Postgraduate Medical Education at the Cumming School of Medicine, University of Calgary, Alberta, Canada.
基于能力的医学教育 (CBME) 评估必须考虑到背景,以改善结果. 这涉及对上下文影响进行概念化,并为更动态的评估时代推实施策略.
科学领域:
- 医学教育 医学教育
- 评估科学 评估科学
- 医疗保健专业培训 医疗保健专业培训
背景情况:
- 在全球范围内,基于能力的医学教育 (CBME) 面临着由于背景变化的评估挑战.
- 传统的评估,植根于后积极主义,优先考虑客观性,而不是上下文因素.
- 培训日益多样化,关注集体能力,凸显了对上下文评估的需要.
研究的目的:
- 在医学教育中概念化将上下文纳入个人临床能力评估的方法.
- 提出建议,以实施更具背景性的能力评估策略.
- 探讨如何考虑上下文可以推进医学教育评估以满足社会需求.
主要方法:
- 对医学教育中评估结果的情境影响的概念分析.
- 探索在个人学习者评估中处理背景的不同观点.
- 为实施上下文化评估制定实际建议.
主要成果:
- 识别了背景意识评估的障碍,包括有利于客观性的认识论立场.
- 概念化方法将上下文因素整合到个人临床能力的评估中.
- 提出了在医学教育中实施情境敏感评估的框架.
结论:
- 承认和整合背景对于推进医学教育评估至关重要.
- 向上下文评估的转变可以提高培训的相关性和响应性.
- 需要实施策略来实现上下文意识评估的好处,以满足不断变化的医疗需求.
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