Student perspective on outcomes and process - Recommendations for implementing competency-based medical education
Student perspective on outcomes and process - Recommendations for implementing competency-based medical education
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DOI：
10.1080/0142159x.2018.1450496
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发表时间：
2019-02-01
期刊：
影响因子：
4.7
通讯作者：
Cameron, Helen
中科院分区：
文献类型：
--
作者：
Storrar, Neill;Hope, David;Cameron, Helen
目的：以能力为基础的医学教育（CBME）旨在为临床实践准备本科生和研究生学员。它的主要重点是成果，但如何最好地实现这些目标的问题仍然存在。一个关键问题是，在设定教育目标时，需要纳入对学生最重要的内容：如果我们要设计学员理解和参与并促进成功实现能力的课程，这一点至关重要。方法：我们采访了6年制医学学位的4年级和6年级的医学生，并使用主题分析来了解他们的主要教育重点以及这些如何符合CBME的目标。结果：两大主题出现：内容和过程的特点。对于内容，学生们希望得到关于什么构成能力的明确指导，发现广泛的结果陈述抽象且难以理解。他们还非常重视过程的特征，例如受欢迎，包括在临床团队中，以及亲自认识-这些促进动机，理解和专业发展。结论：我们提出的建议，为那些设计CBME课程，强调学生的角度来看：什么样的指导结果是必需的，和功能的过程中，不能忽视，如果要实现能力。
Purpose: Competency-based medical education (CBME) seeks to prepare undergraduate and postgraduate trainees for clinical practice. Its major emphasis is on outcomes, but questions about how best to reach these remain. One key issue is the need to integrate what matters most to students when setting educational goals: this is crucial if we are to design curricula that trainees understand and engage with, and that promote successful achievement of competencies. Method: We interviewed medical students in years 4 and 6 of a 6-year medical degree and used thematic analysis to understand their main educational priorities and how these fit with the aims of CBME. Results: Two major themes emerged: features of content and process. For content, students wanted clear guidance on what constitutes competence, finding broad outcome statements abstract and difficult to understand as novices. They also attach critical importance to features of process such as being welcomed, included in clinical teams and being known personally - these promote motivation, understanding, and professional development. Conclusions: We present recommendations for those designing CBME curricula to emphasize the student perspective: what kind of guidance on outcomes is required, and features of process that must not be neglected if competence is to be achieved.