开发和实施儿科脏学里程碑2.0作为一个有效的工具,用于培训员评估和及时反
Caroline V Jackson1,2, Rebecca Hjorten3, Laura Edgar4
1University of Washington & Seattle Children's Hospital, Seattle, WA, USA. cvjackson@uabmc.edu.
BMC medical education
|March 4, 2025
概括
研究生医学教育认证委员会 (ACGME) 更新了其2.0里程碑,以改善学员评估. 这一修订后的工具提供了协调和子专业特定的能力,以改善儿科脏病学反和教育.
科学领域:
- 医学教育 医学教育
- 研究生医学教育研究生医学教育
- 儿科病学培训班 儿科病学培训班
背景情况:
- 在2013年实施的1.0里程碑中,在标准化和理解方面遇到了挑战,特别是在子专业领域.
- 批评者强调了里程碑1.0的复杂性,阻碍了其在各种临床环境和学员需求中一致应用.
研究的目的:
- 描述儿科脏病学子专业发展的里程碑 2.0.0.
- 解释"里程碑2.0"的目标是如何促进以增长为重点的教育环境和公平的评估.
- 为了说明"里程碑2.0"在为实习生和项目创建有效的反工具中的应用.
主要方法:
- 由由儿科脏病学家,研究员和ACGME成员组成的专门工作组进行开发.
- 修订重点是协调通用能力和引入子专业特定领域.
- 纳入反机制,以实现个性化学习和程序增强.
主要成果:
- 成功创建儿科脏病学子专业里程碑 2.0.0.
- 增强框架支持对子专业特定内容的准确反.
- 机构正在利用里程碑2.0进行及时和总结性反,推动学习目标和计划改进.
结论:
- 里程碑2.0为子专业培训提供了一个更精细,更适用的评估工具.
- 修订后的里程碑促进了持续学习和公平评估的文化.
- 有效地实施里程碑2.0可以导致儿童脏学教育的重大进步.
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