根据PUIGEP系统 (流行,紧迫性,可能的干预,严重性,模范性,预防) 的医疗教育计划重组
Amer Sebaaly1,2, Mohammad Daher3,4, Lynn Abdo3
1School of medicine, Saint Joseph Univesity, Beirut, Lebanon. amersebaaly@hotmail.com.
BMC medical education
|July 6, 2025
概括
这项研究创建了一种客观的方法,根据课程相关性和学生工作量来分配医学院学分. 新的框架平衡了课程负载,并优先考虑了必要的医疗主题,以改善教育.
科学领域:
- 医学教育 医学教育
- 课程开发 课程开发
- 高等教育教学的教学.
背景情况:
- 医学院课程在适应不断变化的教育标准方面面临挑战.
- 博洛尼亚进程将医学培训结构划分为许可证,士和博士学位周期,并赋予学分价值.
- 公平的信用分配对于有效的医学教育至关重要.
研究的目的:
- 制定一个客观的方法来分配120个学分在医学院的课程模块.
- 确保公平地分配学分,考虑到学生的工作量和学习时间.
- 根据相关性和学生需求优化医学课程.
主要方法:
- 使用PUIGEP-MG问卷来评估章节的相关性 (流行,紧迫性,干预,严重性,模范性,预防).
- 整合了学生对工作负载的评估,以加重章节.
- 根据计算的章节相关性和工作量,按比例分配学分.
主要成果:
- 大多数437个章节被认为是必不可少的 (48.8%) 或不可或缺的 (32.5%).
- 8.4%的课程被取消或转移.
- 在4年级和5年级课程之间发现了显著的工作量差异,影响了学分分配.
结论:
- 建立了一个客观的框架,以权衡医学课程,并根据相关性和工作量调整学分.
- 课程设计通过平衡学期负载和优先考虑一般实践来优化课程设计.
- 需要未来的研究来完善指标和增强医学教育框架.
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