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结构化汇报以评估可信任专业活动的绩效
M Douglas Jones1, Gretchen Guiton2, Christian Con Yost3
1is Professor Emeritus, Department of Pediatrics, University of Colorado School of Medicine, Aurora, Colorado, USA, and Associate Editor, Journal of Graduate Medical Education, Chicago, Illinois, USA.
Journal of graduate medical education
|October 17, 2024
概括
临床经验的结构化汇报通过提供形成性反来改善医学教育. 这种方法提高了教师和学习者对绩效和评估标准的理解.
科学领域:
- 医学教育 医学教育
- 工作场所学习 工作场所学习
- 临床评估 临床评估
背景情况:
- 医学的基于工作场所的学习面临着挑战.
- 临床经验的结构化汇报提供了深度学习的解决方案.
- 值得信赖的专业活动 (EPA) 是评估临床绩效的关键.
研究的目的:
- 评估教师和学习者接受私人,结构化报告对EPA绩效的评估.
- 探索解答对理解临床表现和评估的影响.
主要方法:
- 在临床轮换期间,教师和研究员参加了私人,面对面的对选定的EPA进行汇报.
- 一种结构化的格式,包括行为和信任级别,指导了汇报会议.
- 采访和焦点小组的专题分析被用来收集定性数据.
主要成果:
- 汇报促进了形成性反和对临床表现和评估标准的共享理解.
- 标准化,私人格式允许评估经常被忽视的绩效方面.
- 参与者发现解答对形成性讨论和目标设定有价值.
结论:
- 对共享的临床经验进行结构化的汇报会对形成性评估产生积极影响.
- 教师和学习者都看好这种解答方法.
- 这种方法在医疗培训中增强了基于工作场所的学习.
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