评估补充和整合医学本科医学教育的工具:系统性审查
Angelika Homberg1, Gabriele Rotter2,3,4, Miriam Thye5
1Division for Study and Teaching Development, Department of Medical Education Research, Medical Faculty Mannheim, Heidelberg University, Mannheim, Germany.
Journal of integrative and complementary medicine
|January 17, 2025
概括
这次审查批判性地评估了评估医学教育中补充和整合医学 (CIM) 课程的工具. 调查结果强调需要验证的工具来衡量更高层次的学习成果,并为强大的CIM教育提供一致的再验证.
科学领域:
- 医学教育 医学教育
- 补充和整合医学 (CIM)
- 教育评估的教育评估
背景情况:
- 补充和整合医学 (CIM) 教育在医学院之间有很大的差异.
- 有效评估CIM课程需要强大的工具来衡量教育干预的影响.
- 对于本科CIM教育的现有评估工具需要进行批判性评估.
研究的目的:
- 系统地确定和批判性地评估用于评估本科医学教育中CIM课程的定性和定量工具.
- 根据基克帕特里克水平和心理特征评估现有的CIM评估工具的质量和范围.
- 为在CIM教育中开发改进的评估策略提供基础.
主要方法:
- 在2023年1月进行的多个数据库 (PubMed/MEDLINE,LIVIVO,CINAHL,Scopus,Web of Science,Ovid/Embase) 的系统审查.
- 纳入标准侧重于医学生报告学习成果的完整评估工具.
- 数据提取涉及研究设计,干预,仪器和基克帕特里克水平;仪器分为验证,非验证或定性.
主要成果:
- 100项研究符合纳入标准,报告了14项验证,7项定性和66项未经验证的仪器.
- 大多数仪器是自我管理的,评估了CIM的一般方面和学生的态度,主要集中在较低的基克帕特里克水平 (1-2b).
- 经过验证的工具显示出良好的内容有效性和内部一致性,但往往缺乏可靠性和响应性;重新验证往往不足.
结论:
- 一套全面的现有工具可以作为开发更好的CIM课程评估的基础.
- 未来的研究应该优先考虑衡量更高水平结果 (行为变化,患者护理影响) 的仪器,并采用严格的研究设计.
- 定期重新验证工具对于确保其适用性和促进基于证据的CIM培训和能力评估至关重要.
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