引入一个同步研讨会反模型,以促进欧安组织在国际教育伙伴关系中发展
Anjali Gondhalekar1, Zakia Arfeen1, Lamiaa Mohsen2
1UCL Faculty of Medical Sciences, University College London, London, UK.
这项研究通过学术合作引入了客观结构化临床检查 (OSCE) 评估的实时反模型. 教师共同开发了欧安组织站,提高了国际医学教育的评估质量.
科学领域:
- 医学教育 医学教育
- 在健康职业的评估教育教育.
背景情况:
- 伦敦大学学院 (UCL) 和纽吉萨大学 (NGU) 之间的学术合作于2016年建立.
- 需要提高评估质量,并在国际环境中共同开发考试.
研究的目的:
- 为客观结构化临床检查 (OSCE) 评估引入实时反模型.
- 通过教师研讨会,共同开发欧安组织在NGU的最后一年总结考试的站点.
主要方法:
- 为UCL和NGU的教师设计了一个研讨会.
- 教师参加了结构化的小组讨论,共同开发欧安组织站的内容和物流.
- 一个评估蓝图和站点列表被共同完成.
主要成果:
- 研讨会促进了欧安组织总结性评估站的共同开发.
- 结构化的讨论使得评估蓝图和站点列表的联合完成成为可能.
- 同步研讨会模型在提高评估质量方面被证明是有效的.
结论:
- 同步研讨会模式是国际学术合作中共同开发评估的一个有价值的方法.
- 这种方法提高了评估质量,并促进了医学教育工具的合作开发.
- 融入欧安组织的实时反模型改善了评估过程.
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