研究生医学教育的指导范围审查:一个拟议的概念框架
Dima Abdelmannan1, Rasha Buhumaid1, Hira Salman1
1Graduate Medical Education, Mohammed Bin Rashid University of Medicine and Health Sciences, Dubai Health, Dubai, United Arab Emirates.
Frontiers in medicine
|September 3, 2025
概括
研究生医学教育 (GME) 辅导计划需要更好的结构和评估. 这一审查提出了一个有效的理论导师框架,以改善学习者发展和医疗保健实践.
科学领域:
- 医学教育研究
- 在医学研究生教育 (GME) 中提供指导
背景情况:
- 导师对于GME至关重要,影响能力,学术活动,身份和福祉.
- 目前的GME指导结构不一致,缺乏理论依据,评价也变化不定.
- 这种模糊性阻碍了有效的指导计划的设计,比较和扩展.
研究的目的:
- 系统地审查GME指导计划的结构,理论基础,评估方法和结果.
- 开发一个概念框架来设计情境敏感,结果一致的辅导干预措施.
主要方法:
- 根据阿克西和奥马利的方法进行范围审查,根据PRISMA-ScR指南进行报告.
- 对2015-2025年研究进行全面的数据库搜索 (PubMed,Scopus,CINAHL,Embase).
- 从包括的94项研究中提取的数据进行了主题综合.
主要成果:
- 导师计划的结构各不相同 (正式,非正式,同行,近同行).
- 很少有研究 (27/94) 使用理论框架;评估经常使用未经验证的工具.
- 常见的结果包括职业发展,学术生产力和福祉,但缺乏标准化的测量和导师培训. 很少有人提及公平.
结论:
- 需要更有系统的设计,基于理论的方法和严格的评估.
- 确定的差距包括未充分利用的概念模型,缺乏验证的工具,以及对导师培训和公平性的关注不足.
- 一个拟议的框架旨在指导开发强大,可衡量和公平的指导计划,以促进GME的可持续文化.
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