准备 MD：需要多长时间，花费多少，以及有什么结果？
Preparing for the MD: How Long, at What Cost, and With What Outcomes?
机构信息
J.S. Gonnella is emeritus dean and distinguished professor of medicine, and founder, Asano-Gonnella Center for Research in Medical Education and Health Care, Sidney Kimmel Medical College at Thomas Jefferson University, Philadelphia, Pennsylvania.
C.A. Callahan is professor of pediatrics, the Lillian H. Brent Dean of Students and Admissions, and director, Asano-Gonnella Center for Research in Medical Education and Health Care, Sidney Kimmel Medical College at Thomas Jefferson University, Philadelphia, Pennsylvania.
出版信息
Acad Med. 2021 Jan 1;96(1):101-107. doi: 10.1097/ACM.0000000000003298.
PURPOSE
To assess educational and professional outcomes of an accelerated combined bachelor of science-doctor of medicine (BS-MD) program using data collected from 1968 through 2018.
METHOD
Participants of this longitudinal study included 2,235 students who entered medical school between 1968 and 2014: 1,134 in the accelerated program and 1,101 in the regular curriculum (control group)-matched by year of entrance to medical school, gender, and Medical College Admission Test (MCAT) scores. Outcome measures included performance on medical licensing examinations, academic progress, satisfaction with medical school, educational debt, first-year residency program directors' ratings on clinical competence, specialty choice, board certification, and faculty appointments.
RESULTS
The authors found no practically important differences between students in the accelerated program and those in the control group on licensing examination performance, academic progress, specialty choice, board certification, and faculty appointments. Accelerated students had lower mean educational debt (P < .01, effect sizes = 0.81 and 0.45 for, respectively, their baccalaureate debt and medical school debt), lower satisfaction with their second year of medical school (P < .01, effect size = 0.21), and lower global satisfaction with their medical school education (P < .01, effect size = 0.35). Residency program directors' ratings in 6 postgraduate competency areas showed no practically important differences between the students in the accelerated program and those in the control group. The proportion of Asian students was higher among program participants (P < .01, effect size = 0.43).
CONCLUSIONS
Students in the accelerated program earned BS and MD degrees at a faster pace and pursued careers that were comparable to students in a matched control who were in a regular MD program. Findings indicate that shortening the length of medical education does not compromise educational and professional outcomes.
目的
利用 1968 年至 2018 年收集的数据，评估加速综合理学学士-医学博士（BS-MD）课程的教育和专业成果。
方法
本纵向研究的参与者包括 1968 年至 2014 年期间进入医学院的 2235 名学生：1134 名参加加速课程，1101 名参加常规课程（对照组）-按进入医学院的年份、性别和医学院入学考试（MCAT）成绩匹配。结果衡量标准包括医学执照考试表现、学业进展、对医学院的满意度、教育债务、第一年住院医师项目主任对临床能力、专业选择、委员会认证和教师任命的评价。
结果
作者发现，在执照考试表现、学业进展、专业选择、委员会认证和教师任命方面，加速课程的学生与对照组的学生之间没有明显的重要差异。加速学生的平均教育债务较低（P<0.01，分别为学士学位债务和医学院债务的效应大小为 0.81 和 0.45），对第二年医学院的满意度较低（P<0.01，效应大小为 0.21），对医学院教育的整体满意度较低（P<0.01，效应大小为 0.35）。6 个研究生能力领域的住院医师项目主任评价显示，加速课程的学生与对照组的学生之间没有明显的重要差异。课程参与者中的亚洲学生比例较高（P<0.01，效应大小为 0.43）。
结论
参加加速课程的学生以更快的速度获得理学学士和医学博士学位，并从事与参加常规 MD 课程的匹配对照组学生相当的职业。研究结果表明，缩短医学教育的长度不会影响教育和专业成果。
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