通过与日本本科医学教育社区的对话,开发解决问题的能力的医学知识内容
Osamu Nomura1,2, Hiroyuki Komatsu3, Yasushi Matsuyama4
1Medical Education Development Center, Gifu University, Gifu, Japan.
Medical teacher
|November 15, 2024
概括
解决了医学教育模型核心课程 (MCC) 和医疗执业者国家考试 (GNEMP) 之间的医学知识清单的差异. 2022年MCC修订完善了疾病列表,提高了医疗教育的协调性.
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:
- 在日本,医学教育模范核心课程 (MCC) 和国家医师考试指南 (GNEMP) 之间存在重大差异.
- 这些矛盾阻碍了以学习者为中心的医学教育的进步.
- 一个项目团队专注于MCC的"解决问题"部分,以协调MCC和GNEMP之间的疾病列表.
研究的目的:
- 解决和最大限度地减少MCC和GNEMP之间的疾病列表中的差异.
- 为2022年MCC修订完善疾病名单.
- 加强对教育和国家考试的医疗知识要求的协调.
主要方法:
- 采用了三个阶段的过程:程序开发,选择和裁决.
- 开发了一个评分系统,从GNEMP中选和优先考虑疾病.
- 一个专家评审小组通过讨论和共识最终确定了疾病名单.
主要成果:
- 在GNEMP的1,456种疾病中,781种符合既定的选择标准.
- 评审小组选择了56种新疾病,将其纳入2022年MCC.
- 最终的2022年MCC总共包括691种疾病.
结论:
- 完成的MCC疾病清单是通过利益相关者之间的协作对话来实现的.
- 在MCC和GNEMP疾病列表之间的差异被有效地最小化.
- 这种协调支持日本对医疗知识标准的更有凝聚力的方法.
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