基于能力的研究生医学教育作为一个低中等收入国家的机构倡议:项目主管对早期实施的看法
Qamar Riaz1, Muhammad Rizwan Khan2, Mushtaq Ahmed3
1Department for Educational Development & Department of Postgraduate Medical Education, Aga Khan University, Stadium Road, Karachi, Pakistan. qamar.riaz@aku.edu.
BMC medical education
|July 2, 2025
概括
实施基于能力的研究生医学教育 (CB-PGME) 作为一个低中等收入国家的机构倡议是可行的. 观察到CB-PGME实施的早期收益和挑战,缺陷可能通过机构努力可逆.
科学领域:
- 医学教育 医学教育
- 基于能力的医学教育
- 定性研究是指质量研究.
背景情况:
- 基于能力的研究生医学教育 (CB-PGME) 实施报告主要来自具有国家监管框架的高收入国家.
- 本研究探讨CB-PGME在低中等收入国家 (LMIC) 背景下作为一个机构倡议的实施,而不是强制性认证要求.
研究的目的:
- 评估基于能力的研究生医学教育 (CB-PGME) 作为低中等收入国家 (LMIC) 的机构倡议的实施情况.
- 分析项目主管对CB-PGME在选定的住院项目中的实施忠诚度的看法.
主要方法:
- 进行了一项探索性描述性定性研究.
- 使用焦点小组讨论与项目主管在过渡启动18个月后.
- 严格地解决了可信度标准.
主要成果:
- 出现了三个关键主题:对基于工作场所的评估 (WPBA) 的理解和承诺,学习与临床工作的整合,以及治理机构政策的调整.
- 早期的成功包括利益相关者的注意力增加,课程和评估变化,加强临床学习环境和改善治理.
- 观察到的缺陷包括教师反,整体居民评估,居民对WPBA的理解,繁忙环境中的WPBA管理,临床派遣连续性,项目主任赋权和政策调整.
结论:
- 在早期CB-PGME实施过程中发现的缺陷与其他环境中的缺陷相似,并且可能通过机构承诺可逆.
- 对于CB-PGME实施的机构倡议在LMIC中是可行的,即使没有正式的国家认证要求.
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