超越教学技能课程:发展医学教育的区别轨道的发展
Jennifer Strouse1, Jane Rowat1, M Lee Sanders1
1Department of Internal Medicine, University of Iowa Hospitals and Clinics, Iowa City, Iowa, USA.
医学教育 (DIME) 的区别轨道通过对等学习和学术项目培训居民课程开发. 该计划成功地将居民领导的教育创新纳入医学课程.
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:
- 研究生医学教育往往优先考虑由教师领导的教学技能,而不是对等课程的课程开发.
- 关于对等医学教育轨道的文献中存在一个空白,特别是在研究生医学教育中.
研究的目的:
- 描述医学教育区分 (DIME) 轨道的结构和开始.
- 评估其同行对同行教学模型的有效性.
- 评估该轨道在培养教育奖学金方面的成功.
主要方法:
- 实施了为期两年的医学教育 (DIME) 专业.
- 居民参加了工作坊,使用翻转课堂模型和Kern的基础学习课程.
- 二年级住院人员协助研讨会,所有参与者完成了医学教育的指导学术项目.
主要成果:
- 自2020年以来,有五个队伍 (n=20) 完成了DIME轨道.
- 定量分析显示,10个居民项目被整合到本科和7个进入研究生医学教育课程中.
- 质量反强调了该计划的核心组成部分是非常有价值的.
结论:
- 通过同行教学和学术应用,DIME轨道有效地培训学生学习课程开发原则.
- 该计划在产生教育奖学金方面取得了可衡量的成功.
- 这种点对点模式在医学教育中增强了学习和教学.
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