Porta-Miller Emily M, Brueckner-Collins Jennifer
Department of Anatomical Sciences and Neurobiology, University of Louisville School of Medicine, Louisville, KY USA.
Med Sci Educ. 2024 Nov 14;35(1):389-402. doi: 10.1007/s40670-024-02204-8. eCollection 2025 Feb.
While competency-based medical education (CBME) and competency assessment in clinical training are well documented, they are less commonly included in preclinical medical education. The gross anatomy laboratory is an opportune setting to incorporate competency assessment and reflection during preclinical medical education. This mixed-methods study determined how first-year medical student assessments of professionalism skills in the gross anatomy lab change over time and analyzed student reflections to contextualize the experiences they had developing the Professionalism competency.
First-year medical students at the University of Louisville completed self- and peer-assessments using the Professionalism Assessment Scale (PAS) at the beginning and end of their gross anatomy course ( = 83). The students also completed three competency development portfolio (CDP) entries throughout the course ( = 83). Qualitative thematic analysis with grounded theory was used to analyze comments related to professionalism skill development in the CDP reflections during the course.
There was no statistical difference in PAS self-assessment scores from Time 1 ( = 4.81, = .209) to Time 2 ( = 4.85, = .217), = .108. There was a statistically significant increase in PAS-peer-assessment scores from Time 1 ( = 4.89, = .165) to Time 2 ( = 4.93, = .127), = .005. Thematic analysis of CDPs revealed that students believed they developed interpersonal relations/social skills, responsibility skills, and gross anatomy lab-specific skills over the gross anatomy course.
The Professionalism competency is inherently present and able to be assessed in the gross anatomy lab context for first-year medical students.
虽然基于能力的医学教育（CBME）以及临床培训中的能力评估已有充分记录，但它们在临床前医学教育中却较少被纳入。大体解剖实验室是在临床前医学教育中纳入能力评估和反思的合适场所。这项混合方法研究确定了一年级医学生在大体解剖实验室中对专业技能的评估如何随时间变化，并分析了学生的反思，以将他们培养专业能力的经历置于具体情境中。
路易斯维尔大学的一年级医学生在大体解剖课程开始和结束时使用专业评估量表（PAS）完成自我评估和同伴评估（n = 83）。学生们在整个课程中还完成了三份能力发展档案（CDP）条目（n = 83）。使用基于扎根理论的定性主题分析来分析课程期间CDP反思中与专业技能发展相关的评论。
从时间1（M = 4.81，SD = 0.209）到时间2（M = 4.85，SD = 0.217），PAS自我评估分数没有统计学差异，p = 0.108。从时间1（M = 4.89，SD = 0.165）到时间2（M = 4.93，SD = 0.127），PAS同伴评估分数有统计学显著增加，p = 0.005。对CDP的主题分析表明，学生们认为他们在大体解剖课程中培养了人际关系/社交技能、责任技能以及大体解剖实验室特定技能。
对于一年级医学生来说，专业能力在大体解剖实验室环境中内在存在且能够被评估。
