我们如何在爱尔兰GP培训中建立基于工作场所的学习评估
Karena Hanley1, Edward McSwiney1, Brian O Malley1
1GP Training Unit, Irish College of General Practitioners, Dublin, Ireland.
爱尔兰全科医生学院为全科医生培训制定了一个新的国家职场评估 (WBA) 系统,加强了程序评估,并专注于学习评估原则.
科学领域:
- 医学教育 医学教育
- 基于能力的评估.
- 健康 专业 教育 卫生 专业 教育
背景情况:
- 程序性评估提供了一个关于学习者能力的整体观点.
- 爱尔兰全科医生学院 (ICGP) 试图将其培训系统发展为程序性评估.
- 重点放在学习评估上,以支持学员的发展.
研究的目的:
- 描述一个新的国家基于工作场所的评估 (WBA) 系统的设计和实施,用于GP培训.
- 将WBA系统与程序性评估和学习评估的原则保持一致.
- 详细介绍国家WBA系统开发中的关键组件和考虑因素.
主要方法:
- 采用了多年,六个工作流的方法,包括代设计,可委托专业活动 (EPA) 的开发,软件创建和分阶段实施.
- 综合了反素养和成长思维的培训.
- 导师和评估者的角色是故意分开的.
主要成果:
- 建立了一个纵向系统,收集由核心能力组织的低风险评估.
- 开发和实施了18个环保协议,并得到了数据管理专用软件平台的支持.
- 能力委员会利用定性和定量数据进行持续的学习者进步监督和高风险决策.
结论:
- 通过持续的利益相关者咨询和教育文献的基础,成功实施得到了促进.
- 关键的创新包括独立的导师/评估员角色,没有强制性的最低评估人数,并专注于系统级的有效性和可靠性.
- 新的WBA系统支持对GP实习生能力进行全面的纵向评估.
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