在可信任的专业活动中评估叙述反的质量,使用EFeCT反评分工具
Rebecca Lee1, Neil Dhami1, William Gibson1
1Department of Medicine, University of Alberta Hospital, Edmonton, Alberta, Canada.
The clinical teacher
|December 8, 2025
概括
加拿大医学教育中的叙事反 基于能力的医学教育 (CBME) 大多是中等到高质量的. 然而,存在变化,影响学习者发展,并突出需要教师发展和工作负载支持.
科学领域:
- 医疗教育 医学教育
- 基于能力的医学教育 (CBME)
背景情况:
- 基于能力的医学教育 (CBME) 是加拿大本科医学培训的核心.
- 可信任的专业活动 (EPA) 评估专业任务能力,叙事反至关重要.
- 在医学本科教育中,EPA观察中叙事反的质量存在有限的研究.
研究的目的:
- 探索在EPA观察期间为医学学生提供的叙事反的质量.
- 在CBME框架内确定需要改进的反交付领域.
主要方法:
- 评估了748个匿名的第三年EPA观察的随机样本.
- 使用了评估反捕获工具 (EFeCT),评估了五个质量方面.
- 三位独立评估员评估了反质量,就得分达成共识.
主要成果:
- 叙事反质量的EFeCT平均得分为5.0分中的4.3.
- 在748项观察中,有441项 (59%) 获得了最高质量评分 (5).
- 在各个观测中观察到反质量的显著变化.
结论:
- 大多数EPA叙事反都是中等到高质量的.
- 反质量的不一致可能会阻碍学习者的发展.
- 建议采取应对临床工作量和加强教师发展等策略,以提高反质量.
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