在印度实施基于能力的医学教育之前和之后评估总结性评估的比较研究
Arijit Datta1, Preeti Tiwari2, Dhara Goswami3
1Professor, Forensic Medicine & Toxicology, Pramukhswami Medical College & Shree Krishna Hospital, Bhaikaka University, Karamsad, Gujarat, India.
对MBBS学生的法医综合评估显示,与基于能力的医学教育 (CBME) 目标的协调性不佳. 问卷经常使用非结构化的格式,专注于较低的认知水平,忽视关键主题.
科学领域:
- 医学教育 医学教育
- 法医和毒理学 法医和毒理学
背景情况:
- 基于能力的医学教育 (CBME) 自2019-2020年以来在印度实施.
- CBME强调进行持续的评估,以监测学习者的进步.
研究的目的:
- 评估CBME在本科法医学评估中的实施和有效性.
- 为了比较在CBME实施之前和之后的总结性评估问卷.
主要方法:
- 分析了来自印度八所医学大学 (2017-2020) 的32份总结考试问卷.
- 基于布卢姆修订的分类学 (认知领域) 和结构的问题的分类.
- 与CBME前后基准进行比较.
主要成果:
- 不结构化的问题占主导地位,并专注于"记住"的认知水平.
- 向特定主题分配偏的分数,导致能力覆盖率不足.
- 医学法学和毒理学等核心领域的评价很差.
结论:
- 法医学的总结考试问题表明CBME的质量差和错位.
- 需要审查和改进大学蓝图,以更好地调整评估.
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