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评估医学教育中的隐藏课程:范围审查和住院计划的反思
George J Li1, Marissa Sherwood1, Andrea Bezjak1
1Department of Radiation Oncology, University of Toronto, Ontario, Canada.
Canadian medical education journal
|November 26, 2024
概括
在医疗保健教育中评估隐藏的课程 (HC) 是一个挑战. 这次审查确定了采访和调查等常见的评估方法,强调了需要标准化的纵向方法.
科学领域:
- 医学教育研究 医学教育研究
- 医疗保健 职业 教育 教育 专业
- 课程研究 课程研究
背景情况:
- 隐藏的课程 (HC) 越来越被认为是医学教育的关键.
- 然而,评估HC的有效方法尚未成熟.
- 本研究解决了在医疗保健教育中对HC评估策略的清晰度的需求.
研究的目的:
- 在医疗保健教育中对隐藏课程 (HC) 的评估方法进行全面的文献审查.
- 确定当前的评估技术及其流行情况.
- 为制定一个强大的HC评估流程提供信息.
主要方法:
- 使用JBI证据综合手册进行了范围审查.
- 在Ovid MEDLINE,Ovid EMBASE和ProQuest ERIC数据库中进行了搜索.
- 研究包括从开始到2023年8月的医疗保健教育 (医学,护理,社会工作,药房).
主要成果:
- 从最初审查的141项研究中,包括了41项研究,主要是定性和来自北美的研究.
- 医生教育,特别是本科医学教育,是最受代表的.
- 常见的评估方法包括采访 (46%),调查 (34%),书面反思 (17%) 和直接观察 (5%).
结论:
- 评估医疗保健教育中隐藏的课程存在持续的挑战.
- 虽然存在各种评估方法,但缺乏标准化和纵向实施.
- 这些发现可以指导机构开发和完善其HC评估流程.
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