教学课程中的能力里程碑:一个创新的认证合规战略,提高临床准备
Elizabeth H Schmidt1,2,3, Kevin Bogenschutz1,2,3, Anne Geary1,2,3
1Elizabeth H. Schmidt, DMS, PA-C, is an associate professor, PA Program director and Department chair, Department of PA Studies, at Butler University, Indianapolis, Indiana.
概括
在医生助理课程的教学阶段,基于能力的评估 (CBA) 准备学生进行临床轮换. 这种创新方法增强了临床推理,并确保了认证合规性.
科学领域:
- 医学教育 医学教育
- 医生助理教育 医生助理教育
背景情况:
- 基于能力的评估 (CBA) 通常用于医生助理 (PA) 计划的临床阶段.
- 本研究探讨了在教学阶段实施CBA,以弥合教育与实践之间的差距.
研究的目的:
- 描述一种使用CBA在PA课程教学阶段对认证合规性的创新方法.
- 确保学生已经准备好通过CBA进行临床轮换.
主要方法:
- 开发了22个与程序能力一致的教学能力.
- 重组课堂活动,包括临床推理实践,基于问题的学习和客观结构化的临床检查 (OSCE).
- 通过课程成果,学生的感知和教师的评估来评估有效性.
主要成果:
- CBA表明教学经验与临床绩效期望之间有很强的对齐.
- 学生报告了增强的临床推理,实践准备和个性化反的价值.
- 该方法满足了课程设计,结果调整和有效性证明的认证标准.
结论:
- 这一CBA战略为PA课程提供了一个框架,以培养轮流准备的学生.
- 它提供了关于教学课程设计,调整和有效性的认证的强有力的文档.
- 该系统通过实践和反思改善了学生的自我调节.
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