在印度实施基于能力的医学教育的挑战 - 利益相关者的观点:混合方法分析分析
Sulena Sulena1, Ashwin Kulkarni2, Medha Mathur3
1Division of Neurology, Guru Gobind Singh Medical College, Faridkot, Punjab, India.
International journal of applied & basic medical research
|January 3, 2025
概括
基于能力的医学教育 (CBME) 在印度面临着实施挑战,主要是由于缺乏训练有素的教师和充足的基础设施. 尽管存在这些障碍,但学生们仍能找到新的课程.
科学领域:
- 医学教育 医学教育
- 课程开发 课程开发
- 医疗保健专业培训 医疗保健专业培训
背景情况:
- 基于能力的医学教育 (CBME) 在2019年在印度实施,转向以学习者为中心,以结果为基础的方法.
- 该CBME课程强调核心能力和专业精神,但已经提出了医疗机构的实施挑战.
- 了解利益相关者的观点 (学生,教师,管理人员) 对于成功的CBME集成至关重要.
研究的目的:
- 评估学生,教师和管理人员在印度医学院实施CBME时遇到的挑战.
- 收集利益相关方的见解和建议解决方案,以应对已确定的挑战.
- 评估CBME课程的整体接受度和感知到的好处.
主要方法:
- 一项为期3个月的跨界研究 (2023年10月至12月),涉及印度各地的32所医学院.
- 数据从60名教师,32名管理人员和580名本科医学学生收集,使用经过验证的调查和一对一的采访.
- 采用混合方法方法进行全面的定量和定性数据分析.
主要成果:
- 教师们认为,教师培训不足 (66.6%) 和基础设施不足 (33.3%) 是面临的重大挑战.
- 管理人员报告说,学生出席率下降 (37.5%) 和机构和监管机构之间缺乏合作 (31.5%) 是关键问题.
- 学生积极看待基于模拟的培训 (73.2%) 和选修课程 (75%),以及综合教学和早期临床接触.
结论:
- 印度的医学院通常接受CBME课程.
- 解决教师和管理人员培训的需求是一个关键的挑战,需要注意.
- 学生报告说,由于CBME引入的新课程改革,学习体验得到了增强.
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