关于让患者参与可信任的专业活动的教学和评估的观点 通过设计能力
Holly Adam1, Kaylee Eady1, Katherine A Moreau1
1Faculty of Education, University of Ottawa, Ottawa, Ontario, Canada.
教师将患者视为主体,而不是教师,在基于能力的医学教育 (CBME) 和可信任的专业活动 (EPA) 中. 需要指导,以有效地让患者参与教学和评估EPA,以提高医学教育质量.
科学领域:
- 医学教育 医学教育
- 基于能力的医学教育 (CBME)
背景情况:
- 让患者参与教学和评估可信任的专业活动 (EPA) 提高了研究生医学教育的真实性.
- 包括加拿大设计能力在内的基于能力的医学教育 (CBME) 需要更明确的患者参与指南.
研究的目的:
- 检查教师成员在CBME内参与患者教学和评估EPA的观点.
- 了解教师对患者角色,贡献和EPA开发和评估的感知障碍的看法.
主要方法:
- 与来自加拿大14所医学院的25名教职员工进行半结构化采访,涉及8个住院专业.
- 专题分析用于分析关于患者参与EPA的采访数据.
主要成果:
- 教师认为患者主要是EPA教学的科目,而不是积极的教师.
- 患者可以通过讲故事来教授EPA,并且在非技术技能的形成性评估中非常有价值.
- 有关总结性评估中的患者角色以及缺乏适合患者评估的EPA存在担忧.
结论:
- 明确的指导对于有效地让患者参与EPA的教学和评估至关重要.
- 加强患者参与EPA可以显著提高医学教育的质量.
- 解决教师关切和制定适当的EPA是成功患者整合的关键.
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