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在本科医学教育中基于能力的教育和程序评估:描述成功设计和实施的门户体验
概括
华盛顿大学医学院成功过渡到基于能力的医学教育 (CBME) 使用程序评估. 学生们对反,指导和公平评估表示高度满意,感觉被判断是基于能力而不是身份.
科学领域:
- 医学教育 医学教育
- 医学培训中的评估.
背景情况:
- 许多医学教育计划都在努力全面实施基于能力的医学教育 (CBME).
- 传统的评估方法仍然存在,尽管呼吁与CBME原则保持一致的程序性评估.
研究的目的:
- 描述华盛顿大学医学院 (WashU) 过渡到全面的CBME计划.
- 详细实施基于纵向性,三角化和比例性的程序性评估.
主要方法:
- 计划设计于2017年开始,从传统的4年系统过渡到CBME模型.
- 实行了形成性和总结性判断的能力委员会,将其与晋升和毕业决定分开.
主要成果:
- 报告的高学生满意度是评估对齐 (70.5%),形成性反质量 (90.6%) 和数量 (91%),评估公平性 (92.5%) 和辅导 (93.4%).
- 毕业生感到自信,他们被以能力 (90%) 与身份群体来判断,并感觉到积极的个人和职业发展 (80.2%).
结论:
- 持续的教师和学生对话对于理解CBME和优化绩效评估至关重要.
- 加强与教练和顾问的合作伙伴关系,提供特定的能力反,并探索额外的结果是关键的下一步.
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