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在可信任的专业活动中,学生对叙事反的感知
Rebecca Lee1, Neil Dhami1, William Gibson1
1Department of Medicine, University of Alberta Hospital, Edmonton, Alberta, Canada.
The clinical teacher
|April 6, 2025
概括
医学本科生发现可信任的专业活动 (EPA) 中的叙事反是具体的和个性化的,但很少用于成长. 许多学生报告了障碍,并希望对EPA要求进行更改.
科学领域:
- 医学教育 医学教育
- 基于能力的教育 基于能力的教育
背景情况:
- 可信任的专业活动 (EPA) 评估学员在专业任务中的能力.
- 叙事反对EPAs至关重要,但本科生对学生的看法缺乏研究.
研究的目的:
- 探索本科医学学生对EPAs中叙事反的看法.
- 为了确定学生报告的障碍,并希望对EPA过程进行更改.
主要方法:
- 对MD3年级学生进行了一项调查,包括闭式和开放式问题.
- 定量数据进行了描述性分析,定性数据进行了主题分析.
主要成果:
- 超过60%的学生发现EPA叙事评论是具体的,并与分数保持一致; 86%的学生认为反是个性化的.
- 然而,57%的人很少收到可操作的增长反,许多人报告了EPA完成的行政负担和障碍.
- 学生对EPAs对临床发展的影响的意见是混合的,他们强烈希望减少EPA要求.
结论:
- 虽然学生认为EPA的反是具体的和个性化的,但它往往缺乏可行的改进指导.
- 对于EPA完成存在重大障碍,需要学生推的系统更改.
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