Gashi Andi, Brodmann Maeder Monika, Hennel Eva K
Medizinische Fakultät, University of Bern, Bern, Switzerland.
Forschung und Entwicklung, Schweizerisches Institut für ärztliche Weiter- und Fortbildung SIWF/ISFM, Elfenstrasse 18, Bern, 3006, Switzerland, 41 315030600.
JMIR Med Educ. 2025 Apr 16;11:e62838. doi: 10.2196/62838.
Medical education has undergone professionalization during the last decades, and internationally, educators are trained in specific medical education courses also known as "train the trainer" courses. As these courses have developed organically based on local needs, the lack of a general structure and terminology can confuse and hinder educators' information and development. The first aim of this study was to conduct a national search, analyze the findings, and provide a presentation of medical education courses based on international theoretical frameworks to support Swiss course providers and educators searching for courses. The second aim was to provide a blueprint for such a procedure to be used by the international audience.
In this study, we devised a scholarly approach to sorting and presenting medical education courses to make their content accessible to medical educators. This approach is presented in detailed steps and our openly available exemplary database to make it serve as a blueprint for other settings.
Following our constructivist paradigm, we examined content from medical education courses using a theory-informed inductive data approach. Switzerland served as an example, covering 4 languages and different approaches to medical education. Data were gathered through an online search and a nationwide survey with course providers. The acquired data and a concurrently developed keyword system to standardize course terminology are presented using Obsidian, a software that shows data networks.
Our iterative search included several strategies (web search, survey, provider enquiry, and snowballing) and yielded 69 courses in 4 languages, with varying terminology, target audiences, and providers. The database of courses is interactive and openly accessible. An open-access template database structure is also available.
This study proposes a novel method for sorting and visualizing medical education courses and the competencies they cover to provide an easy-to-use database, helping medical educators' practical and scholarly development. Notably, our analysis identified a specific emphasis on undergraduate teaching settings, potentially indicating a gap in postgraduate educational offerings. This aspect could be pivotal for future curriculum development and resource allocation. Our method might guide other countries and health care professions, offering a straightforward means of cataloging and making information about medical education courses widely available and promotable.
在过去几十年中，医学教育经历了专业化过程，在国际上，教育工作者接受特定医学教育课程的培训，这些课程也被称为“培训培训师”课程。由于这些课程是根据当地需求有机发展起来的，缺乏通用的结构和术语可能会使教育工作者感到困惑，并阻碍他们的信息获取和发展。本研究的首要目标是在全国范围内进行搜索、分析结果，并基于国际理论框架介绍医学教育课程，以支持瑞士的课程提供者和寻求课程的教育工作者。第二个目标是为国际受众提供这样一个程序的蓝图。
在本研究中，我们设计了一种学术方法来整理和展示医学教育课程，以使医学教育工作者能够了解其内容。此方法通过详细步骤和我们公开可用的示例数据库呈现，使其能够作为其他环境的蓝图。
遵循我们的建构主义范式，我们使用理论导向的归纳数据方法检查医学教育课程的内容。以瑞士为例，涵盖4种语言和不同的医学教育方法。通过在线搜索和对课程提供者的全国性调查收集数据。使用展示数据网络的软件Obsidian呈现获取的数据和同时开发的用于标准化课程术语的关键词系统。
我们的迭代搜索包括多种策略（网络搜索、调查、提供者询问和滚雪球法），共获得69门4种语言的课程，术语、目标受众和提供者各不相同。课程数据库是交互式的且可公开访问。还提供了一个开放获取的模板数据库结构。
本研究提出了一种整理和可视化医学教育课程及其涵盖的能力的新方法，以提供一个易于使用的数据库，帮助医学教育工作者进行实践和学术发展。值得注意的是，我们的分析确定了对本科教学环境的特别强调，这可能表明研究生教育课程存在差距。这一方面可能对未来的课程开发和资源分配至关重要。我们的方法可能会指导其他国家和医疗保健专业，提供一种简单的方法来编目并广泛提供和推广有关医学教育课程的信息。
