导师和思维:探索学生和教师对基于能力的医学教育课程课程下的选修位的反
Vatsala Godara1, Praveen Kulkarni1, M Rakesh2
1Department of Community Medicine, JSS Academy of Higher Education and Research, JSS Medical College, Mysore, Karnataka, India.
Annals of African medicine
|December 15, 2025
概括
医学学生和教师通常对新的基于能力的医学教育 (CBME) 选择题持积极态度. 虽然大多数人发现选修课很有用,但许多人希望选择更长的选修课,以深入学习.
科学领域:
- 医学教育 医学教育
- 课程开发 课程开发
- 基于能力的教育 基于能力的教育
背景情况:
- 印度在2019年采用了基于能力的医学教育 (CBME),为MBBS学生引入选修课.
- 选修课提供基础科学,临床领域和研究方面的专业学习,补充核心课程.
研究的目的:
- 评估学生和教师对CBME课程中新实施的选修课程的看法.
- 评估医学教育中选修位的有效性和实用性.
主要方法:
- 一项涉及197名MBBS学生和JSS医学院和医院的36名教师的横截面研究.
- 通过针对学生和协调员的结构化,数字化,自我管理的问卷收集数据.
主要成果:
- 大多数学生 (65.4% Block 1, 57.3% Block 2) 认为选修课程的持续时间足够,尽管许多人希望额外一个月.
- 近一半的学生 (49.4%) 认为选修课有效地激发了学科的兴趣; 19.4%是中立的.
- 教师对足够的选修课程持续时间的看法各不相同 (38.8% 区块 1, 33.3% 区块 2).
结论:
- 大多数学生和教师都对CBME选修课的选择,实施,实用性和有效性表示了积极的看法.
- 该研究表明,选修课成功地集成到MBBS课程中,增强了学生的参与度.
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