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八种方法来支持教师与可信任的专业活动.

Rob Woods1, Melissa Bouwsema2, Warren K Cheung3

  • 1Department of Emergency Medicine, University of Saskatchewan; Saskatchewan, Canada.

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基于能力的医学教育 (CBME) 需要对可信任的专业活动 (EPA) 进行有效评估. 专注于八个关键概念的教师发展可以改善EPA获取并确保医学培训中的评估有效性.

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科学领域:

  • 医学教育 医学教育
  • 医疗保健中的评估
  • 专业发展专业发展

背景情况:

  • 基于能力的医学教育 (CBME) 强调了医疗评估中的问责制.
  • 重点是评估临床环境中的学员表现,特别是通过可信任的专业活动 (EPA).
  • 在繁忙的临床环境中,教师和住院人员存在实施挑战.

研究的目的:

  • 确定获取EPA评估的障碍和推动因素.
  • 为成功实施EPA提供教师发展倡议的信息.
  • 提高医疗培训计划中EPA评估的质量和有效性.

主要方法:

  • 基于对EPA早期紧急医疗评估经验的先前研究.
  • 确定了教师发展的八个关键概念.
  • 这些概念指导着制定有针对性的教育策略.

主要成果:

  • 确定了八个关键概念:CBME的理由,CBME机制,叙述性评论,监督尺度,形成性/总结性紧张,共同责任,EPA熟悉性和实际整合技巧.
  • 这些概念为教师发展提供了一个框架.
  • 解决这些问题对于EPA评估的成功至关重要.

结论:

  • 教师发展对于有效的EPA评估获取是必不可少的.
  • 将这八个关键概念整合到教师发展战略中,可以建立必要的技能.
  • 这种方法支持新的CBME评估系统的有效性.