尺度,间隔和异响:对协调ACGME里程碑级别的解释是否因用户角色和专业而有所不同?
Alan Schwartz1, Keia Hobbs2, Daniel J Schumacher3
1is the Michael Reese Endowed Professor of Medical Education, Department of Medical Education, and a Research Professor, Department of Pediatrics, University of Illinois Chicago, Chicago, Illinois, USA.
Journal of graduate medical education
|February 16, 2026
概括
协调医生能力里程碑显示了不同水平和专业的用户理解. 有些水平无法区分,影响了跨专业的比较.
科学领域:
- 医学教育研究 医学教育研究
- 基于能力的医学教育
- 在教育中的心理测量.
背景情况:
- 研究生医学教育认证委员会 (ACGME) 在2021年修订了里程碑,以标准化跨医学专业的能力评估.
- 确保用户对里程碑级别的一致理解对于有效的跨专业比较至关重要.
研究的目的:
- 评估不同用户如何看待协调里程碑水平之间的能力差异.
- 识别各种用户角色和医疗专业之间理解的潜在差异.
主要方法:
- 进行了一项单维扩展研究,其中包括来自儿科和内科的106名参与者 (住院医生,教师,项目主任).
- 参与者在1到9的尺度上对更高和更低的里程碑水平之间的认知能力差异进行了评分.
- 心理学缩放技术被用来分析主观间隔,并根据用户角色和专业比较认知.
主要成果:
- 四个儿科里程碑展示了5个可以区分的,相等距离的水平;居民显示的歧视比教师/董事少.
- 其他里程碑的可辨别水平较少 (2-4).
- 与儿科受访者相比,内部医学受访者对PBLI1的歧视更好,但对P4的歧视更差.
结论:
- 用户没有一致区分所有里程碑级别,这可能会限制它们对精确评估的有用性.
- 对一些协调的里程碑水平的主观评价在儿科医生和内科专家之间有所不同.
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