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Toward a research agenda for competency-based medical education

机译：走向基于能力的医学教育的研究议程

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摘要

Competency-based medical education (CBME) is both an educational philosophy and an approach to educational design. CBME has already had a broad impact on medical schools, residency programs, and continuing professional development in health professions around the world. As the CBME movement evolves and CBME programs are implemented, a wide range of emerging research questions will warrant scholarly examination. In this paper, we describe a proposed CBME research agenda developed by the International CBME Collaborators. The resulting framework includes questions about the meaning of key concepts of CBME and their implications for learners, faculty members, and institutional structures. Other research questions relate to the learning process, the meaning of entrustment decisions, fundamental measurement issues, and the nature and definition of standards. The exploration of these questions will help to solidify the theoretical foundation of CBME, but many issues related to implementation also need to be addressed. These pertain to, among other things, nurturing independent learning, assembling and using assessment results to make decisions about competence, structuring feedback, supporting remediation, and how best to evaluate the longer-term outcomes of CBME. High-quality research on these questions will require rigorous outcome measures with strong validity evidence. The complexity of CBME necessitates theoretical and methodological diversity. It also requires multi-institutional studies that examine effects at multiple levels, from the learner to the team, the institution, and the health care system. Such a framework of research questions can guide and facilitate scholarly discourse on the theoretical and practical body of knowledge related to competency-based health professions education.
机译：基于能力的医学教育（CBME）是一种教育哲学和教育设计的方法。 CBME对医学院，居住计划以及世界各地卫生职业的持续专业发展有着广泛影响。随着CBME运动发展和CBME计划的实施，广泛的新兴研究问题将保证学术考试。在本文中，我们描述了国际CBME合作者开发的拟议CBME研究议程。由此产生的框架包括关于CBME关键概念的含义及其对学习者，教师和机构结构的影响的含义问题。其他研究问题涉及学习过程，委托决策的含义，基本的测量问题以及标准的性质和定义。对这些问题的探索将有助于巩固CBME的理论基础，但也需要解决与实施有关的许多问题。这些属于其他事情，培养独立的学习，组装和使用评估结果，以决定能力，构建反馈，支持修复以及如何最好地评估CBME的长期结果。对这些问题的高质量研究将需要具有强大有效证据的严格结果措施。 CBME的复杂性需要理论和方法论多样性。它还需要多制度研究，从学习者，机构和医疗保健系统中审查多个层面的效果。这样一个研究问题框架可以指导和促进与基于能力的健康专业教育有关的理论和实际知识体系的学术话语。

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  • 来源
    《Medical teacher》 |2017年第6期|共8页
  • 作者

    Gruppen Larry; Frank Jason R.; Lockyer Jocelyn; Ross Shelley; Bould M. Dylan; Harris Peter; Bhanji Farhan; Hodges Brian D.; Snell Linda; ten Cate Olle;

  • 作者单位

    Univ Michigan Sch Med Dept Learning Hlth Sci 219 Victor Vaughan House 1111 E Catherine St Ann;

    Royal Coll Phys &

    Surg Canada Ottawa ON Canada;

    Univ Calgary Cumming Sch Med Calgary AB Canada;

    Univ Alberta Dept Family Med Edmonton AB Canada;

    Univ Ottawa Dept Innovat Med Educ Ottawa ON Canada;

    Univ New South Wales Off Med Educ Sydney NSW Australia;

    Royal Coll Phys &

    Surg Canada Ottawa ON Canada;

    Univ Toronto Dept Psychiat Wilson Ctr Res Educ Toronto ON Canada;

    Royal Coll Phys &

    Surg Canada Ottawa ON Canada;

    Univ Med Ctr Utrecht Ctr Res &

    Dev Educ Utrecht Netherlands;

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

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