在研究生和继续医学研究中基于能力的成培训和教育计划的质量标准概述:系统性审查
Tadeáš Samuel Zborník1, Anna Volfová1, Amalie Lososová1
1Department of Addictology, 1st Faculty of Medicine, Charles University and General University Hospital, Prague, Czechia.
European addiction research
|May 28, 2025
概括
医生成医学教育质量在全球范围内有所不同. 本次审查发现,对于研究生医学教育 (GME) 和继续医学教育 (CME) 的标准化,基于能力的成培训计划,已发表的证据有限.
科学领域:
- 医学教育 医学教育
- 成 药物 药物 药物 药物
- 基于能力的教育 基于能力的教育
背景情况:
- 医生在处理物质使用障碍方面至关重要.
- 药物成医学教育质量,特别是研究生医学教育 (GME) 和继续医学教育 (CME),在国际上是不一致的.
- 现有的教育框架缺乏标准化.
研究的目的:
- 为医生探索已发表的基于能力的成医学教育计划.
- 确定课程组成部分,并强调成医学培训的关键领域.
- 评估成医学中GME和CME课程的多样性.
主要方法:
- 按照PRISMA指南进行系统的文献审查.
- 在GME/CME.中搜索了PubMed,EBSCO,SCOPUS和Web of Science的基于能力的成教育模型.
- 包括来自美国和欧盟的英语研究,重点关注质量标准.
主要成果:
- 评估了课程标准化和核心能力,以确保医生的一致培训.
- 确定了55篇关于成医学培训模型和标准的文章.
- 一个由9个文章组成的最终样本提供了具体的,相关的信息.
结论:
- 关于GME/CME中具体的,基于证据的成医学教育模式和标准的公布证据是不够的.
- 现有的文献往往指的是一般的机构标准,而不是特定的,标准化的模型.
- 需要进一步开发和传播标准化,基于能力的成课程.
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