在一般实践中提前评估:在英国GP培训中程序性评估的情况
Andrew Wright1, Jo-Anne Johnson2, Sanjiv Ahluwalia1
1School of Medicine, Anglia Ruskin University, Chelmsford, UK.
概括
英国全科医生 (GP) 培训需要更好的评估. 使用各种低风险数据的程序性评估提供了一个比传统高风险考试更有效,可靠和以学习者为中心的方法.
科学领域:
- 医学教育 医学教育
- 医疗保健专业培训 医疗保健专业培训
背景情况:
- 英国传统的全科医生 (GP) 培训评估依赖于高风险评估.
- 这些方法可能无法充分捕捉临床能力或确保公平的学习者发展.
研究的目的:
- 检查当前GP评估系统的局限性.
- 概述程序性评估的原则和好处.
- 探索实施程序性评估的挑战和策略.
主要方法:
- 审查目前GP培训中的评估局限性.
- 对程序性评估原则和国际模型的分析.
- 探索教育理论和实施策略.
主要成果:
- 程序性评估提供了一个更有效,可靠,以学习者为中心的替代方案.
- 它涉及随着时间的推移系统地收集多样化,低风险的数据.
- 建议采用基于投资组合的综合方法.
结论:
- 建议将GP培训转向基于组合的综合评估.
- 这种方法优先考虑有意义的反和基于能力的进步.
- 它有可能减少对高风险考试的依赖.
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