它需要一个村庄:开发一个总结性评估过程,以满足程序需求
Michel Statler1,2,3,4, Elizabeth Johnston1,2,3,4, Jessica White1,2,3,4
1Michel Statler, DMSc, PA-C, is an adjunct associate professor of Department of Physician Assistant Studies, at University of Texas Southwestern Medical Center at Dallas, Dallas, Texas.
概括
医生助理 (PA) 计划必须进行总结性评估,以确定毕业生准备. 美国西南大学的一项修订评估整合了新的考试和在线格式,确保了临床实践的能力.
科学领域:
- 医学教育 医学教育
- 医生助理研究 医生助理研究
背景情况:
- 认证标准B4.03要求对医生助理 (PA) 毕业生进行总结性评估.
- 确保PA毕业生拥有临床实践的定义能力至关重要.
研究的目的:
- 描述德克萨斯大学西南医疗中心PA计划的更新总结性评估过程.
- 详细介绍新的评估组件的整合及其与能力的调整.
主要方法:
- 总结性评估于2019年更新,包括PA教育协会课程结束考试.
- 临床技能和情境判断测试已转移到在线格式.
- 引入了八个站的客观结构化临床检查 (OSCE).
- 所有组件都被映射到程序能力和认证标准.
主要成果:
- 六个队伍中的所有学生都成功通过了欧安组织和情境判断测试.
- 在课程结束和临床技能考试中的孤立失败在第一次尝试中成功地得到了补救.
- 更新的总结性评估过程在验证毕业生准备能力方面表现出有效性.
结论:
- 修订后的总结评估有效地为临床实践准备了医生助理毕业生.
- 综合方法确保了对核心能力的全面评估.
- 持续的管理需要大量的规划和部门间的协调.
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