血液学/瘤学奖学金教学课程的评估:来自PODCAST-HOF试验的横截面发现
Ronak H Mistry1,1, Karine Tawagi2, Daniel J Hausrath3
1University of Pennsylvania, Philadelphia, PA, USA. ronak.mistry@pennmedicine.upenn.edu.
概括
血液学/瘤学奖学金计划展示了多样化的教学课程,其中包括幻灯片展示和疾病特定的教师共同点. 生物统计学的整合仍然有限,这凸显了在奖学金教育中识别最佳实践的需要.
科学领域:
- 医学教育 医学教育
- 血液学/瘤学奖学金培训
背景情况:
- 教学讲座对于血液学/瘤学奖学金教育至关重要.
- 目前的奖学金课程结构是独立确定,缺乏标准化的最佳实践.
- 关于奖学金教学课程的结构差异的数据有限.
研究的目的:
- 进行美国血液学/瘤学奖学金计划中教学课程的第一个横截面分析.
- 在这些教育课程中识别当前的结构和内容交付方法.
- 为确定奖学金教育的最佳实践奠定基础.
主要方法:
- 调查了28个医学研究生教育认证委员会认可的血液学/瘤学奖学金计划.
- 使用了21个问题调查,涵盖课程结构和内容交付.
- 通过描述性统计和主题分析分析了回应.
主要成果:
- 据报道,每周平均有3个讲座日,其中100%使用幻灯片演示.
- 疾病特定的教师主要提供恶性和古典血液学的内容.
- 期刊俱乐部很常见 (86%),但生物统计学讲座 (28%) 和专家参与 (17%) 不常见.
结论:
- 在血液学/瘤学奖学金计划中的教学课程结构中存在显著的异质性.
- 内容交付严重依赖于教师的演讲,与有限的正式生物统计学集成.
- 需要进一步的研究来评估这些变化的对同学教育的影响,并确定最佳实践.
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