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医学院在实施基于能力的医学教育和经验教训方面面临的挑战
Apurva Agrawal1, Ashish Sharma2, Anita Sharma3
1Department of Pharmacology, RNT Medical College, Rajasthan University of Health Science, Udaipur, Rajasthan, India.
医学教师在印度实施基于能力的医学教育 (CBME) 面临着挑战,COVID-19大流行加剧了问题. 解决教师培训和协调对于成功的课程过渡至关重要.
科学领域:
- 医学教育 医学教育
- 课程开发 课程开发
- 研究生医学教育研究生医学教育
背景情况:
- 印度研究生医学教育 (修正) 条例,2019年引入了基于能力的医学教育 (CBME).
- 实施开始于印度医学院的2019年入学批次.
- 本研究探讨了挑战,经验教训,以及为CBME采用做好准备.
研究的目的:
- 确定医疗教师在CBME实施过程中所面临的挑战.
- 了解CBME最初阶段的经验教训.
- 评估教师对未来CBME批次的准备情况.
主要方法:
- 进行了一项横截面,多中心的描述性研究.
- 数据是通过自行管理的电子问卷从医学院第一年的数据收集.
- 分析涉及描述性统计数据和开放式答案的内容分析.
主要成果:
- 许多教师认为基础课程部分有效 (46%) 和整合不足 (60%).
- 显著的人数报告了早期临床暴露不足 (68%) 和评估技能和态度-沟通的挑战.
- COVID-19大流行影响了学术界 (72%),缺乏培训 (70%) 和教师 (60%) 是主要困难.
结论:
- 一年级教师正在适应CBME,但过渡过程存在复杂性.
- 应对实施挑战,包括教师培训和部门间协调,至关重要.
- 为了成功改革课程,需要及时和真诚地关注这些问题.
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