掌握评估和改善健康职业教育项目中教育连续性的五种方法。
Five ways to get a grip on evaluating and improving educational continuity in health professions education programs.
作者信息
Lee Ann S, Ross Shelley
机构信息
University of Alberta, Alberta, Canada.
出版信息
Can Med Educ J. 2020 Sep 23;11(5):e87-e91. doi: 10.36834/cmej.69228. eCollection 2020 Sep.
Abstract
Presence of educational continuity is essential for progressive development of competence. Educational continuity appears to be a simple concept, but in practice, it is challenging to implement and evaluate because of its multifaceted nature. In this Black Ice article, we present some practical tips to help avoid misunderstandings and irregularities in implementation for those involved in evaluating and improving educational continuity in health professions education programs.
摘要
教育连续性的存在对于能力的逐步发展至关重要。教育连续性看似是一个简单的概念，但在实践中，由于其多方面的性质，实施和评估具有挑战性。在这篇《黑冰》文章中，我们提供了一些实用技巧，以帮助那些参与评估和改进卫生专业教育项目中教育连续性的人员避免实施过程中的误解和违规行为。
相似文献
1
Five ways to get a grip on evaluating and improving educational continuity in health professions education programs.掌握评估和改善健康职业教育项目中教育连续性的五种方法。
Can Med Educ J. 2020 Sep 23;11(5):e87-e91. doi: 10.36834/cmej.69228. eCollection 2020 Sep.
2
Addressing needs of diverse stakeholders: Twelve tips for leaders of health professions education programs.满足不同利益相关者的需求：卫生专业教育项目领导者的 12 条建议。
Med Teach. 2019 Jan;41(1):17-23. doi: 10.1080/0142159X.2017.1396307. Epub 2017 Nov 16.
3
Eight ways to get a grip on validity as a social imperative.将有效性作为一项社会要务来把握的八种方法。
Can Med Educ J. 2024 Jul 12;15(3):100-103. doi: 10.36834/cmej.77727. eCollection 2024 Jul.
4
Outcomes, accreditation, interprofessional education, and the Tower of Babel.成果、认证、跨专业教育与巴别塔
J Interprof Care. 2019 Nov-Dec;33(6):805-808. doi: 10.1080/13561820.2019.1593119. Epub 2019 Mar 22.
5
How the medical practice employee can get more from continuing education programs.医疗从业人员如何从继续教育项目中获得更多收获。
J Med Pract Manage. 2007 Jan-Feb;22(4):230-3.
6
Health professionals' experience of teamwork education in acute hospital settings: a systematic review of qualitative literature.医疗专业人员在急症医院环境中团队合作教育的经验：对定性文献的系统综述
JBI Database System Rev Implement Rep. 2016 Apr;14(4):96-137. doi: 10.11124/JBISRIR-2016-1843.
7
Twelve tips for applying the science of learning to health professions education.将学习科学应用于健康职业教育的十二条建议。
Med Teach. 2017 Jan;39(1):26-31. doi: 10.1080/0142159X.2016.1231913. Epub 2016 Sep 25.
8
Why Should Implementation Science Matter in Simulation-based Health Professions Education?为何实施科学在基于模拟的卫生专业教育中至关重要？
Cureus. 2018 Dec 20;10(12):e3754. doi: 10.7759/cureus.3754.
9
Transnational collaboration for faculty development in health professions education in Mongolia.蒙古国卫生专业教育师资发展的跨国合作。
Korean J Med Educ. 2016 Dec;28(4):381-390. doi: 10.3946/kjme.2016.43. Epub 2016 Dec 1.
10
Criteria, purposes, and methods for evaluating the clinical competence of students in the allied health professions.联合健康专业学生临床能力评估的标准、目的和方法。
J Allied Health. 1983 May;12(2):85-94.
引用本文的文献
1
Five ways to get a grip on the need to include clinical placements in Indigenous settings.掌握在原住民环境中纳入临床实习需求的五种方法。
Can Med Educ J. 2022 Jul 6;13(3):47-51. doi: 10.36834/cmej.72878. eCollection 2022 Jul.
本文引用的文献
1
A Lack of Continuity in Education, Training, and Practice Violates the "Do No Harm" Principle.教育、培训和实践的连续性缺失违反了“不伤害”原则。
Acad Med. 2018 Mar;93(3S Competency-Based, Time-Variable Education in the Health Professions):S12-S16. doi: 10.1097/ACM.0000000000002071.
2
Continuity of Care in Resident Outpatient Clinics: A Scoping Review of the Literature.住院医师门诊诊所的连续性护理：文献综述
J Grad Med Educ. 2018 Feb;10(1):16-25. doi: 10.4300/JGME-D-17-00256.1.
3
Learning From Patients: Why Continuity Matters.向患者学习：连续性为何重要。
Acad Med. 2017 Nov;92(11S Association of American Medical Colleges Learn Serve Lead: Proceedings of the 56th Annual Research in Medical Education Sessions):S55-S60. doi: 10.1097/ACM.0000000000001911.
4
5
The promise, perils, problems and progress of competency-based medical education.基于能力的医学教育的承诺、危险、问题和进展。
Med Educ. 2016 Jan;50(1):93-100. doi: 10.1111/medu.12839.
6
Primary Resident Physician: Improving Continuity of Care.住院医师规范化培训基地：改善医疗服务的连续性。
J Grad Med Educ. 2015 Jun;7(2):291-2. doi: 10.4300/JGME-D-14-00694.1.
7
Primary care electronic medical records: a new data source for research in Canada.基层医疗电子病历：加拿大研究的新数据源。
CMAJ. 2015 Mar 3;187(4):239-240. doi: 10.1503/cmaj.140473. Epub 2014 Nov 24.
8
The "educational alliance" as a framework for reconceptualizing feedback in medical education.“教育联盟”作为重新构想医学教育中反馈的框架。
Acad Med. 2015 May;90(5):609-14. doi: 10.1097/ACM.0000000000000560.
9
Twelve tips for getting started using mixed methods in medical education research.使用混合方法进行医学教育研究的 12 个技巧。
Med Teach. 2013 Apr;35(4):272-6. doi: 10.3109/0142159X.2013.759645. Epub 2013 Feb 6.
10
Two new aspects of continuity of care.连续性照顾的两个新方面。
Can Fam Physician. 2012 Aug;58(8):e442-9.
Zotero 插件