"Raising the Bar" for Educational Science.
"Raising the Bar" for Educational Science.
复制标题
“提高教育科学的标准”。
DOI：
10.1007/bf03355249
复制
发表时间：
2013
期刊：
影响因子：
--
通讯作者：
Satterfield,JasonM
中科院分区：
文献类型：
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作者：
Satterfield,JasonM
In the current issue of Annals, Dr. Kristin Bell describes an evaluation and follow-up of a promising curricular intervention teaching motivational interviewing to medical students. 1 This curriculum was previously published in JGIM2 but the current article provides a contrasting assessment tool and longer follow-up. Moreover, the current article raises a number of perennial and important issues in the realm of educational scholarship including the selection of pedagogy, designing quality educational research, and ultimately evaluating the lasting effects of educational interventions on provider behavior. By “raising the bar” in each of these essential areas, the field of behavioral science in medical education can more effectively and efficiently evolve medical providers to meet the current needs of patients and communities. Firstly, this editorial provides a summary of Bell’s curriculum and assessment tools. Next, a brief exploration of evidence-based teaching strategies and pedagogical approaches are introduced including a discussion of the “Kirkpatrick levels” commonly used for evaluations. 3 Lastly, issues of educational research design quality are presented to promote ongoing quality improvement in future curricular studies.In 2008, Bell and Cole described a 4-week, 8-hour small group curriculum teaching motivational interviewing (MI) to third-year medical students. 2 Teaching strategies were multi-modal and included didactics, video demonstrations, role plays, and other interactive exercises. In this pre-post, single cohort study, students completed a measure of knowledge and confidence and used a performance assessment called the VASE-R–the Video Assessment of Simulated Encounters, revised. While most prior studies relied on self-report questionnaires, Dr. Bell’s group used a validated research tool to better tap actual (simulated) performance. In the pre-post comparison, students showed significant improvements in knowledge, confidence, and MI skills.
