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Use of evidence in health professions education: Attitudes, practices, barriers and supports

机译：在健康专业教育中使用证据：态度，做法，障碍和支持

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摘要

Introduction: Health professions educators are increasingly called upon to apply an evidence-informed approach to teaching and assessment practices. There is scant empirical research exploring educators' attitudes, practices, and perceived barriers and supports to using research evidence in educational practice. Methods: We conducted a survey of AMEE members to explore three domains related to evidence-informed health professions education: (1) attitudes; (2) practices; and (3) supports and barriers. Analyses involved descriptive statistics to characterize participants' responses per domain, exploratory factor analysis, and multivariate regression analyses. Results: Three hundred ninety-six (similar to 10%) participants representing health professions educators (HPEs) and non HPEs (e.g. PhDs) and different roles (e.g. teacher, administrator) completed the survey. Attitudes toward evidence-informed HPE were generally favorable. Several barriers preclude participants from engaging in evidence-informed approaches to health professions education (HPE). Discussion: This study provides preliminary evidence on the attitudes toward and perceived barriers and supports of research use in HPE from different groups of HP educators, clinicians, and administrators. The findings for each of the three domains require additional exploration using qualitative methodologies. Conclusion: Targeted interventions designed to increase the uptake of research in HPE should consider different stakeholder groups' perceptions regarding these approaches, current vs. best practices, and factors that may impede evidence-informed approaches.
机译：介绍：卫生职业越来越多地呼吁审议教学和评估实践的证据通知的方法。有很大的实证研究探索教育工作者的态度，做法和感知障碍，并支持在教育实践中使用研究证据。方法：我们对Amee成员进行了调查，探索与证据知情的卫生专业教育有关的三个域名：（1）态度; （2）实践; （3）支持和障碍。分析涉及描述性统计数据，以表征每个域，探索性因子分析和多元回归分析的参与者的响应。结果：三百九十六（类似于10％）参与者代表健康专业教育者（HPE）和非HPES（例如PHDS）和不同角色（例如，教师，管理员）完成了调查。对证据通知的HPE的态度通常是有利的。几个障碍排除了参与者从事证据知识的卫生专业教育方法（HPE）。讨论：本研究为来自不同群体惠普教育者，临床医生和管理员的HPE中研究使用的态度和对研究使用的障碍和支持的态度提供了初步证据。三个域中的每一个的调查结果需要使用定性方法进行额外的探索。结论：旨在提高HPE研究的有针对性的干预措施，应考虑不同的利益相关者群体对这些方法的看法，目前与最佳做法以及可能阻碍证据通知方法的因素。

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  • 来源
    《Medical teacher》 |2019年第9期|共11页
  • 作者

    Thomas Aliki; Gruppen Larry D.; van der Vleuten Cees; Chilingaryan Gevorg; Amari Fatima; Steinert Yvonne;

  • 作者单位

    McGill Univ Ctr Interdisciplinary Res Rehabil Greater Montrea Sch Phys &

    Occupat Therapy Inst;

    Univ Michigan Sch Med Dept Learning Hlth Sci Ann Arbor MI USA;

    Maastricht Univ Dept Educ Dev &

    Res Fac Hlth Med &

    Life Sci Maastricht Netherlands;

    Jewish Rehabil Hosp Feil &

    Oberfeld Res Ctr Ctr Interdisciplinary Res Rehabil Greater Montrea;

    McGill Univ Sch Phys &

    Occupat Therapy Montreal PQ Canada;

    McGill Univ Inst Hlth Sci Educ Dept Family Med Montreal PQ Canada;

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  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类 医药、卫生;
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