优先考虑在临床医生教育者培训中的能力在住院计划中的教育者培训
Bani M Ratan1,2,3, Nital P Appelbaum2, Peter J Boedeker2
1Office of Graduate Medical Education, Baylor College of Medicine, Houston, Texas, USA.
The clinical teacher
|December 22, 2024
概括
对于正在培训的医生 (家庭工作人员) 的临床教育专业 (CET),应优先考虑学习者评估和反等教学能力. 本研究确定了培养未来医学教育工作者的关键技能.
科学领域:
- 医学教育 医学教育
- 医生培训 医生培训 医生培训
- 教师发展学院发展学院
背景情况:
- 临床教育专业 (CET) 是为研究生实习生设立的.
- 对于有志成为临床教育家 (CE) 的住院医生和同事医生 (家务人员) 的基本能力,需要明确.
研究的目的:
- 为家庭工作人员确定和优先考虑为期一年的临床教育专业的核心能力.
- 为未来的医学教育工作者制定有针对性的教育计划提供信息.
主要方法:
- 使用临床教育者里程碑框架进行了需求评估.
- 接受调查的教育领导者优先考虑了家庭工作人员CET的子能力.
- 进行了描述性统计,后勤回归和内容分析.
主要成果:
- 学习者评估和反是最优先考虑的子能力 (86%).
- 变革管理是优先级最低的子能力 (23%).
- 专业性,医学教育奖学金和行政技能根据领导角色,培训和专业而有不同的优先级.
结论:
- 以教学为导向的子能力在家庭工作人员的CET中受到高度重视.
- 优先级数据为CE能力进步提供了路线图.
- 积极的反表明,一种混合,灵活的CET格式是可取的.
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