情感评估:在本科医学培训中基于能力的评估中的概念和同化
Rajiv Mahajan1, Amrit Virk2, Shaista Saiyad3
1Department of Pharmacology, Adesh Institute of Medical Sciences and Research, Bathinda, Punjab, India.
International journal of applied & basic medical research
|March 11, 2026
概括
Ipsative评估,比较一个实习生.
科学领域:
- 医学教育 医学教育
- 医学中的评估.
背景情况:
- 基于能力的医学课程 (CBMC) 需要持续评估,以跟踪学习者的进步与既定标准相比.
- 传统的以标准为依据的评估是用外部基准来衡量绩效的.
- 追踪个体学员发展需要超越外部标准的方法.
研究的目的:
- 提出一个概念框架,以整合ipsative评估到本科基于能力的医学课程.
- 突出ipsative评估和CBMC的互补性质,以实现个性化学习.
- 强调思维评估在绘制学习曲线和促进自我评估中的作用.
主要方法:
- 概念框架的发展.
- 关于基于能力的评估和自主评估的文献综述.
- 分析CBMC目标与主观评估原则之间的一致性.
主要成果:
- Ipsative评估,比较学员的当前表现与过去的表现,提供了一种方法来绘制个人学习的图表.
- 这种方法提供了关于教育发展的纵向数据,并支持自我评估.
- 透视性评估是CBMC的补充,增强了个性化和持续的评估.
结论:
- 观测性评估应纳入医疗培训计划.
- 这种融合支持了基于能力的医学教育的核心原则,重点是个人进步.
- 实施ipsative评估可以提高CBMC在培养医疗专业人员方面的有效性.
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