评估医学研究生教育的临床医师教育师认证委员会的里程碑
Sonia Hamilton1, Sean Tackett2, Henry H Joo3
1Department of Gynecology and Obstetrics, Johns Hopkins University School of Medicine, Baltimore, MD, United States.
概括
临床教育工作者里程碑有效地将获奖的教育工作者与他们的同行区分开来,支持他们在临床教育工作者自我评估和专业发展中的使用.
科学领域:
- 医学教育研究 医学教育研究
- 专业发展专业发展
- 改善医疗保健质量 改善医疗保健质量
背景情况:
- 临床教育家里程碑为评估教育家技能提供了一个框架.
- 在认可和职业重视的基础上区分教育工作者对于有针对性的发展至关重要.
研究的目的:
- 评估临床医师教育者里程碑的能力,以区分同行认可的教学奖候选人和其他临床医师教育者.
- 评估里程碑是否识别出基于临床教育职业重点的差异.
主要方法:
- 在约翰霍普金斯大学医学院对临床医师教育者进行了一项调查,其中包括奖项提名者和对照组.
- 受访者自行评估他们的能力水平 (1-5) 在临床教育者里程碑的20个子能力.
- 统计分析比较了获奖者和对照者之间的自我评估,以及跨人口群体的自我评估,具有P < .0025的显著性.
主要成果:
- 与对照组相比,获奖提名者在20个子能力中的18个方面评价自己更高.
- 在对职业责任的承诺或领导能力方面没有发现显著差异.
- 人口统计数据的比较并没有显示出任何分管辖区的显著差异.
结论:
- 临床医生教育者里程碑有效地区分了同行提名的教育者与其他临床医生教育者.
- 这些发现支持里程碑对自我评估和指导教育工作者发展的有用性.
- 最小的人口变化表明里程碑的广泛适用性.
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