评估在儿科培训计划中引入基于工作场所的学习:缅甸经验
Marcus Wootton1,2, Kyaw Linn3, Kyaw Myo4
1Children's Nursing, London South Bank University, London, UK woottonm@lsbu.ac.uk.
BMJ paediatrics open
|October 14, 2025
概括
这项研究试点为缅甸的研究生儿科医生提供基于工作场所的学习 (WPBL),这是一个资源较低的环境. 该计划被证明是可行的,但强调了在不同地区标准化WPBL交付方面的挑战.
科学领域:
- 医学教育 医学教育
- 儿科培训 儿科培训
- 低资源的卫生系统
背景情况:
- 基于工作场所的学习 (WPBL) 是发达国家研究生儿科医生的标准.
- 在资源较少的环境中实施仍然不那么成熟,需要评估新的方法.
- 缅甸的目标是利用现场,多技能的学习模式来现代化研究生儿科教育.
研究的目的:
- 评估缅甸儿科工作场所学习 (WPBL) 的第一个试点项目.
- 评估在低资源的研究生医学教育背景下实施WPBL的可行性和挑战.
主要方法:
- 一项涉及5所缅甸医科大学85名研究生儿科医生的队列研究.
- 一个由缅甸领导的WPBL计划,由英国专家支持,利用标准化的"学习组合".
- 评估包括评分主管反的质量和独立评估人员完成的投资组合,并补充了重点小组讨论.
主要成果:
- 研究生医生优先考虑"临床"WPBL主题,而不是"软"技能,如沟通和领导力.
- 焦点小组指出了结构化学习的好处,特别是改善较弱的临床绩效领域.
- 北方和南方医学院之间WPBL交付的区域差异给标准化带来了挑战.
结论:
- 在低资源环境中正式实施基于工作场所的学习 (WPBL) 是可行的,正如这次缅甸试点所证明的那样.
- 该试点确定了标准化WPBL在不同地区的实施和交付方面的重大挑战.
- 需要进一步的证据来证明正式WPBL计划在资源有限的环境中的影响.
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