在美国紧急医疗住院计划中实施基于能力的医学教育的5个核心组成部分
Holly A Caretta-Weyer1, Benjamin H Schnapp2, Charles A Brown3
1is Clinical Associate Professor, Department of Emergency Medicine, and Associate Dean of Admissions and Assessment, Stanford University School of Medicine, Palo Alto, California, USA.
Journal of graduate medical education
|May 19, 2025
概括
在紧急医疗住院计划中实施基于能力的医学教育 (CBME) 需要可管理的员工时间,但面临着混合的住院和教师接受. 关键的挑战包括对变革的抵抗和时间限制.
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
- 紧急医疗培训培训 紧急医疗培训
背景情况:
- 研究生医学教育课程正在向基于能力的医学教育 (CBME) 过渡.
- 许多专业面临着整合CBME5个核心组件的挑战.
- 紧急医疗 (EM) 住院计划需要对CBME采用结构化的方法.
研究的目的:
- 在8个美国EM居住计划中开发和实施CBME的5个核心组件.
- 评估这种CBME实施的可接受性和可行性.
- 评估CBME对住院培训的影响.
主要方法:
- 旨在实施5个CBME组件的干预:结果框架,发展进展,定制学习,能力指导和程序评估.
- 框架和发展轨迹的共识过程.
- 网站实施的调查导致实施后的可行性和可接受性.
主要成果:
- 100%的调查响应率来自8个EM居住计划.
- 估计的时间承诺:协调员每月2-15小时,领导每月4-21.4小时.
- 报道了混合的可接受性;挑战包括对变化的抵抗,时间限制,教师对评估的不适以及技术障碍.
结论:
- 据估计,基于能力的医学教育实施需要项目人员和领导层可管理的时间.
- 居民和教师对CBME的接受度是混合的.
- 应对实施挑战对于在EM居住计划中成功采用CBME至关重要.
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