通过纵向教师发展计划解码CBME:一项比较研究
Sudhanshu Agrawal1, Rupa Singh1, Abhinav Singh1
1Department of Physiology, Mahatma Vidur Autonomous State Medical College, Bijnor, Uttar Pradesh, India.
Bioinformation
|October 31, 2025
概括
国家医疗委员会.
科学领域:
- 医学教育 医学教育
- 教师发展学院发展学院
- 基于能力的医学教育 (CBME)
背景情况:
- 国家医学委员会 (NMC) 提供为期两天的关于持续改进和技能进步 (CISP) 的研讨会,作为基于能力的医学教育 (CBME) 的教师发展计划 (FDP) 的一部分.
- 目前CISP研讨会的短时间可能会限制其对全面教师改进的有效性.
研究的目的:
- 评估一个纵向的教师发展计划 (FDP) 的效力,与一个短时间的研讨会相比,以提高教师对基于能力的医学教育 (CBME) 的理解和实施.
- 在CBME的背景下,评估重复培训课程对最初培训和未培训的教师的影响.
主要方法:
- 为62名教职员工实施了为期三个月的纵向教师发展计划 (FDP),每周举行一次会议,包括以前接受过CISP培训的人和未接受过培训的人.
- 进行了前测试和后测试,以评估知识和理解,并收集反,以衡量程序的满意度和感知有效性.
主要成果:
- 最初,受过CISP培训的教师在评估中表现出卓越的表现.
- 然而,在三个月的时间里,通过重复的每周会议,最初没有接受培训的教师表现出显著的改善,与受过培训的组取得了可比的测试后结果和反趋势.
- 这表明,持续的参与对于CBME的教师发展至关重要.
结论:
- 纵向的教师发展计划 (FDP) 对于提高教师对基于能力的医学教育 (CBME) 的理解,比简短的密集研讨会更有效.
- 实施CISP作为一个纵向计划可以优化教师发展,节省时间和人力,并提高CBME原则的整体理解和应用.
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