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首页> 外文期刊>Nurse education today >Evaluating healthcare education: Issues and methods.
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Evaluating healthcare education: Issues and methods.

机译：评估医疗保健教育：问题和方法。

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摘要

This paper analyses the methodological issues inherent in evaluating healthcare education and considers approaches for addressing these. Recent policies have exhorted practitioners to base their practice on evidence; however in healthcare education the evidence base is not extensive. Whilst educational evaluation has advanced in the last decades, standardised designs and toolkits are not available. Each evaluation has different aims and occurs in specific contexts, thus the design has to fit the circumstances, yet meet the challenge of scientific credibility. Indicators of educational processes and outcomes are not scientifically verified; no toolkit of standardised 'off-the-shelf' valid, reliable and sensitive measures exists. The evidence base of educational practice is largely derived from small-scale, single case studies; the majority of measures are self-devised, unvalidated tools of unproven reliability, thus meta-synthesis is not appropriate and results are not generalisable. Healthcare educational evaluators need valid and reliable assessments of both knowledge acquisition and its application to practice. The need to establish and explain attribution, i.e. the relationship between educational inputs and outcomes is complex and requires experimental/quasi-experimental design. In addition, educational evaluators face the pragmatic challenge of practice in healthcare contexts, where confounding variables are hard to control and resources are scarce.
机译：本文分析了评估医疗保健教育固有的方法论问题，并考虑了解决这些问题的方法。最近的政策鼓励从业人员以证据为基础进行执业。但是，在医疗保健教育中，证据基础并不广泛。在过去的几十年中，尽管教育评估已经取得了进步，但尚无标准化的设计和工具包。每种评估都有不同的目的，并且会在特定的环境中发生，因此设计必须适应具体情况，同时还要应对科学可信度的挑战。教育过程和成果的指标未经科学验证;没有标准化的“现成”有效，可靠和敏感措施的工具包。教育实践的证据基础主要来自小规模的单个案例研究;多数措施是自行设计的，未经验证的工具，其可靠性未经证实，因此，元合成不适当，结果也不具有普遍性。医疗保健教育评估人员需要对知识获取及其在实践中的应用进行有效且可靠的评估。建立和解释归因的需求，即教育投入与成果之间的关系非常复杂，需要进行实验/准实验设计。此外，教育评估人员在医疗保健领域面临实践的务实挑战，因为混杂变量难以控制且资源稀缺。

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