在本科医学教育期间对"足够的专业精神"进行基准测试:一项探索性调查研究
Alexandra M Goodwin1, Scott W Oliver1
1Medical Education Department, NHS Lanarkshire, Lanarkshire, Scotland.
Journal of medical education and curricular development
|January 29, 2026
概括
这项研究定义了英国医学院学生的足够医疗专业精神. 虽然学生和教师普遍同意,但期望在里程碑和主题上有所不同,突出了课程开发需求.
科学领域:
- 医学教育 医学教育
- 专业精神 研究 研究 专业精神
- 定性研究是指质量研究.
背景情况:
- 评估医疗专业性是复杂的,因为它的广泛,上下文性质和模两可的期望.
- 在本科医学教育的各个阶段定义"适当的专业精神"对于一致的评估至关重要.
研究的目的:
- 探索和对英国本科医学教育的定义里程碑的学生和教师对"充分的专业精神"的看法进行比较.
- 识别医学生专业性的期望中的差异和协议.
主要方法:
- 一项涉及英国医学学生和教师的定性研究.
- 开发了15个专业主题,每个主题有4个行为描述符,与米勒金字塔的进展 (从新手到熟练) 相匹配.
- 在8所医学院对112名参与者 (74名学生,38名教师) 进行了在线调查.
主要成果:
- 学生和教师之间在不同教育里程碑的专业性标准上达成广泛的协议.
- 教师在一个主题上比学生预期更高;学生在跨越里程碑的10个主题中比教师预期更高的表现.
- 观察到的差异是,在哪些方面,学生预计会提前超过"新手"水平,或者在毕业时没有达到"熟练"水平.
结论:
- 在关键的本科课程阶段,为医学学生建立了"足够的专业精神"的基准.
- 调查结果为课程设计,有针对性的专业性评估和未来研究方向提供了洞察力.
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