在诊断放射学中实施基于能力的医学教育课程:挑战和智慧的珍珠
Christina Rogoza1, Sijyl Fasih2, Benjamin Y M Kwan1
1Department of Diagnostic Radiology and Postgraduate Medical Education, Queen's University, Kingston Health Sciences Centre, Kingston General Hospital, 76 Stuart Street, Kingston, ON, Canada, K7L 2V7.
Current problems in diagnostic radiology
|February 4, 2025
概括
加拿大皇家医生和外科医生学院 (RCPSC) 在全国范围内实施了基于能力的医学教育 (CBME). 皇后大学诊断放射学系分享了采用这种新型住院培训模式的经验,挑战和成果.
科学领域:
- 医学教育 医学教育
- 放射学培训 放射学培训
- 基于能力的医学教育 (CBME)
背景情况:
- 加拿大皇家医生和外科医生学院 (RCPSC) 于2014年启动了一项全国性的基于能力的医学教育 (CBME) 推广计划.
- 皇后大学的诊断放射学在2017年采用了CBME,开发了特定的课程,EPA,里程碑和评估框架.
- 实施涉及建立一个能力委员会,学术顾问结构,教师发展和电子投资组合系统 (Elentra).
研究的目的:
- 分享皇后大学诊断放射学系关于CBME实施的经验.
- 要突出在采用CBME模型时遇到的挑战.
- 为其他计划实施CBME的机构提供路线图.
主要方法:
- 使用特定程序可信的专业活动 (EPA) 和CanMeds里程碑的课程规划.
- 开发一个评估框架和支持过程,包括一个能力委员会和学术顾问结构.
- 使用Elentra电子投资组合系统实施CBME模型,并于2022年在全国推出.
主要成果:
- 皇后大学诊断放射学系早期采用CBME提供了宝贵的见解.
- 在CBME实施过程中识别挑战并制定应对这些挑战的策略.
- 成功整合了CBME的CBD模型,用于新来的队列.
结论:
- 过渡到基于能力的医学教育 (CBME) 需要大幅度的机构调整.
- 分享实践经验和挑战可以促进CBME在其他医疗培训计划中的更顺利实施.
- 一种结构化的方法,包括教师发展和强大的评估工具,对于成功的CBME采用至关重要.
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