"这是关于更好的医生":探索医学院能力委员会的目的,结构和功能
Michael S Ryan1, Pim Teunissen2, Sally A Santen3,4
1Department of Pediatrics, University of Virginia, Charlottesville, VA, United States.
概括
在本科医学教育 (UME) 中,能力委员会对于基于能力的学习至关重要,但缺乏标准化的操作. 这项研究突出了美国医学院的UME能力委员会结构和功能在美国医学院的变化.
科学领域:
- 医学教育研究 医学教育研究
- 研究生医学教育 (GME)
- 本科医学教育 (UME) 的研究生.
背景情况:
- 美国的研究生医学教育 (GME) 计划对能力委员会操作制定了强制性标准.
- 本科医学教育 (UME) 课程越来越多地采用类似的委员会,但缺乏外部标准和有限的研究.
- 能力委员会对于评估学习者的进步至关重要.
研究的目的:
- 调查美国医学院UME能力委员会的目的,结构和功能.
- 为了解决理解UME能力委员会操作的差距.
- 为医疗教育中的能力委员会实施提供见解.
主要方法:
- 在7个美国MD授予计划中进行了专注的民族学研究.
- 数据收集涉及分析21个特定地点的文件,并对7位主席,1位管理员和7位创始人进行半结构面试.
- 解释性方法被用于数据分析,包括编码,案例总结和新出现的主题的识别.
主要成果:
- 开发了UEM能力委员会,以支持基于能力的教育模式,其结果可变,包括反,指导,进步和补救.
- 能力的定义和运用在地方上有所不同,有些人使用数值值,有些人依赖个人判断.
- 工作负载的分配,与进步委员会之间的关系,成员角色和冲突缓解是关键考虑因素.
结论:
- 尽管在实施方面存在很大的差异,但UME能力委员会面临着类似的决策点,为未来的委员会提供了洞察力.
- 本研究详细描述了美国的UME能力委员会,并将其与GME委员会进行对比.
- 这些发现为未来的研究奠定了基础,并为UME能力委员会制定了最佳实践.
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