他们的内心:对医学院能力委员会成员决策的多机构探索
Michael S Ryan1,2, Pim W Teunissen3, Andrew S Parsons2,4
1Department of Pediatrics, University of Virginia, Charlottesville, VA, USA.
Perspectives on medical education
|February 2, 2026
概括
医学院能力委员会成员根据外部因素和内部推理来解释学生数据. 了解这些思维过程是评估本科医学教育学习者能力的关键.
科学领域:
- 医学教育 医学教育
- 认知心理学 认知心理学
- 社会科学 社会科学 社会科学
背景情况:
- 能力委员会对于评估医学学习者的能力至关重要.
- 现有的研究主要集中在研究生医学教育上,对本科水平的标准有限.
- 了解医学院能力委员会成员如何解释评估数据对于一致的评估至关重要.
研究的目的:
- 检查医学院能力委员会成员的认知过程和决策策略.
- 确定影响在本科医学教育中对学习者能力的判断的因素.
- 在委员会决策的背景下,探索评估数据的解释.
主要方法:
- 进行了与美国7所医学院的22名能力委员会成员的大声采访.
- 参与者回顾了学生评估数据,并口头表达了他们的思维过程.
- 通过社会文化认知理论的解释主义方法分析了成绩单.
主要成果:
- 两个主要概念出现了:情境影响 (目标,数据可用性,标准) 和内部推理 (第一印象,趋势解释,冲突谈判).
- 环境影响,在直接参与者控制之外,显著塑造了数据的解释.
- 内部推理涉及类似于其他认知任务的策略,例如形成初始印象和管理相互矛盾的信息.
结论:
- 这项研究为医学院能力委员会成员的决策思维过程提供了首次见解.
- 背景因素从根本上影响了评估数据的解释方式,表明能力是社会构造的.
- 研究结果强调,在评估学习者在医学教育中的能力时,需要考虑更广泛的背景.
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