重新检查关于设计能力 (CBD) 实施在加拿大研究生医学教育中的成功的主张
Jonathan Chainey1,2, Ayelet Kuper2,3,4, Ryan Brydges2,3,5
1Division of Neurosurgery, Department of Surgery, University of Montreal, Montreal, Canada.
Medical teacher
|February 11, 2026
概括
这项研究批判性地评估了设计能力 (CBD),发现有限的经验证据支持其在加拿大研究生医学教育中的成功. 实习生报告说压力增加和行政负担增加,与宣传的叙述相反.
科学领域:
- 医学教育研究 医学教育研究
- 课程开发和评估课程的发展和评估.
背景情况:
- 基于能力的医学教育 (CBME) 是研究生培训的全球趋势.
- 加拿大在2017年采用的设计能力 (CBD) 模式被推广为成功的改革.
- 新兴的批评强调缺乏经验证据和CBD的潜在意外后果.
研究的目的:
- 用引用分析和证据评估批判性地检查一篇最近发表的文章,以促进CBD的成功.
- 在加拿大CBD计划中对可信任的专业活动 (EPA) 进行综合实证研究.
- 将研究结果与加拿大皇家医生和外科医生学院 (RCPSC) 的2024年CBD适应计划联系起来.
主要方法:
- 分析了来自审查文章的169个参考文献,按类型和经验相关性分类.
- 加拿大实证研究的综合,重点关注EPA和CBD的反.
- 咨询RCPSC的2024年CBD适应计划,以了解最近的发展情况.
主要成果:
- 经验研究占引用的49.2%,其中59.4%与CBME直接相关.
- 引用的很大一部分 (25.3%) 是自我引用,这表明观点多样性有限.
- 综合研究显示出不同的结果:EPA旨在改善反,但学员报告增加了压力,行政负担和反质量不一致.
结论:
- 这些发现挑战了CBD在加拿大的无条件成功的叙述.
- 他们注意到了一些意想不到的后果,如实习生压力和行政负担.
- 情境敏感的实证研究对于指导未来医学教育改革至关重要.
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