了解能力评估文化:一种定性研究
Ugo Caramori1, Natália Bortoletto D'Abreu1, Leonardo de Andrade Rodrigues Brito1
1School of Medical Sciences, University of Campinas (UNICAMP), Campinas, Brazil.
Medical teacher
|February 28, 2026
概括
在基于能力的医学教育 (CBME) 中,教师对能力评估的理解往往侧重于离散组件,而不是现实世界的任务. 这种分析方法可能会阻碍CBME的发展.
科学领域:
- 医学教育 医学教育
- 健康 专业 教育 卫生 专业 教育
- 教育评估的教育评估
背景情况:
- 基于能力的医学教育 (CBME) 是一项全球标准,旨在使医学培训与医疗保健系统需求保持一致.
- 成功实施CBME取决于对能力及其评估的共同理解,这些能力在各机构之间可能有所不同.
- 教师对能力评估的解释极大地影响了CBME的实际应用.
研究的目的:
- 探索教师在CBME框架内如何理解能力评估.
- 检查这些谅解对CBME有效实施的影响.
- 确定推进CBME的潜在挑战和机会.
主要方法:
- 在巴西的一所公立医学院进行了一项定性,探索性研究.
- 20名自选的教师参加了半结构化的在线访谈.
- 数据分析采用了演框架方法,整合了CBME文献中的四种理论模型.
主要成果:
- 大多数教师都分析能力,将其视为独立的知识,技能和态度,而不是基于任务的合成方法.
- 评估主要被视为认证,使用多种,非集成的方法.
- 结果主要针对内部教育利益相关者,但仅限于患者或医疗保健系统.
结论:
- 当地文化对能力评估的理解影响了CBME的实施.
- 目前的评估实践与现实世界的准备之间存在差距,质疑认证的合法性.
- 推进CBME需要上下文响应和更深入地参与教师对能力的解释.
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