基于能力的医学教育:从学生的镜头看的视角:在本科医学学生中进行的横截面研究
Sayali Bhagat1, Samarthya Dongre, Yamini Pusdekar
1Department of Community Medicine, NKP Salve Institute of Medical Sciences and Research Center and Lata Mangeshkar Hospital, Nagpur, Maharashtra, India.
Annals of African medicine
|March 5, 2025
概括
印度的医学学生正在适应新的基于能力的医学教育 (CBME) 课程. 在重视早期临床接触和道德培训的同时,学生面临时间限制和倦怠等挑战.
科学领域:
- 医学教育 医学教育
- 课程开发 课程开发
- 学生适应 学生适应
背景情况:
- 印度正在实施全国范围的基于能力的医学教育 (CBME) 课程.
- 医学学生和教师积极参与将CBME整合到教学中.
研究的目的:
- 评估医学学生对新CBME课程的看法.
- 确定学生在适应CBME时所面临的挑战.
主要方法:
- 在MBBS学生中进行了一项横截面研究.
- 数据是通过谷歌表格从293名受访者收集的.
- 分析使用MS Excel进行.
主要成果:
- 学生认识到基础课程的价值,态度,伦理和沟通 (AETCOM) 和早期临床暴露 (ECE).
- 关键的挑战包括时间限制,日志完成,有限的自我学习,精神倦怠和管理能力.
- 欧洲儿童教育和综合教学对学术成功至关重要,而AETCOM则以其学术贡献而闻名.
结论:
- 学生对CBME课程的看法是积极的,特别是它的实践部分.
- 解决学生发现的挑战对于成功实施CBME至关重要.
- 进一步的研究可以探索教师的感知和长期的学生成果.
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