医学教育中的多样性能力:专业间多样性专项本科学习的短期有效性
Philipp Linde1, Houda Hallal2, Polina Charkina3
1Department of Radiation Oncology, Cyberknife and Radiation Therapy, Faculty of Medicine and University Hospital of Cologne, University of Cologne, Kerpener St 62, Cologne, 50937, Germany. philipp.linde@uk-koeln.de.
BMC medical education
|February 11, 2025
概括
多样性干预提高了医学学生的多样性能力,尽管需要长期融入课程和国家框架,如德国国家基于能力的医学学习目标目录2.0 (NKLM),以获得持续的影响.
科学领域:
- 医学教育 医学教育
- 健康 公平 卫生 公平
- 多样性和包容性研究 研究多样性和包容性研究
背景情况:
- 德国国家基于能力的医学学习目标目录2.0 (NKLM) 缺乏多样性能力和对歧视机制的认识.
- 这突显了国家医学教育框架中的系统性差距.
- 为了解决这一差距,开发了一项针对多样性的具体干预措施.
研究的目的:
- 评估多样性特异性干预对医学学生多样性接受 (DA) 的短期影响.
- 收集可行的建议,将多样性纳入医学教育.
- 评估干预对多样性能力和歧视经验的影响.
主要方法:
- 进行了一项前性队列研究,其中包括对照组 (CG) 和干预组 (IG).
- 总理参加了为期五天,50小时的多样性干预,包括实地考察和研讨会.
- 使用DWD-O5尺度在基线,3个月和6个月收集了定量数据,并补充了课程反的定性分析.
主要成果:
- 干预组在所有DWD-O5因素中显示了多样性能力的短期增长 (9.72%).
- 虽然6个月后得分略有下降,但仍然高于基线.
- 56%的IG和35%的CG报告在医学研究期间遇到歧视;100%同意早期课程整合多样性.
结论:
- 多样性干预在增强医学学生的多样性能力,培养同情心,自我反思和偏见识别方面显示出前途.
- 持续的改进需要对多样性培训进行纵向整合,并对 NKLM 等国家框架进行系统性改革.
- 未来的研究应该专注于长期影响和制度化以公平为重点的医学教育.
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