Bordage G, Burack J H, Irby D M, Stritter F T
Department of Medical Education, College of Medicine, University of Illinois at Chicago 60612-7309, USA.
Acad Med. 1998 Jul;73(7):743-50. doi: 10.1097/00001888-199807000-00009.
Efforts to redesign education in ambulatory settings are hampered by a lack of rigorous and coherent research on the learning process in these settings and the desired outcomes of the educational experiences. The authors present 13 priority research topics and 51 important research questions concerning education in ambulatory settings that were defined by a distinguished group of medical educators, clinicians, and policymakers who attended an invitational conference on education in ambulatory settings in 1996. The need to establish valid and reliable measures of quality and outcomes of educational programs and instructional interventions stood out as the major prerequisite for conducting research on education in ambulatory settings. Issues of theory building, research priorities, and research design are discussed, and policy recommendations are made for the development of valid measures of educational outcomes. The creation of a "Medical Education Outcomes Commission" is proposed to act as a repository for measures and instruments, and to provide the field with mechanism to validate instruments and uniform recommendations to conduct studies of quality. The authors urge funding agencies with missions that support medical education to invest in basic research on the outcomes of education in ambulatory settings.
门诊环境中教育重新设计的努力因缺乏对这些环境中学习过程以及教育经历预期成果的严谨且连贯的研究而受阻。作者呈现了13个优先研究主题和51个关于门诊环境中教育的重要研究问题，这些是由一群杰出的医学教育工作者、临床医生和政策制定者界定的，他们参加了1996年关于门诊环境中教育的一次邀请会议。建立教育项目和教学干预质量及成果的有效且可靠衡量标准的必要性，作为开展门诊环境中教育研究的主要前提条件而凸显出来。讨论了理论构建、研究优先级和研究设计等问题，并针对有效教育成果衡量标准的制定提出了政策建议。提议设立一个“医学教育成果委员会”，作为衡量标准和工具的储存库，并为该领域提供验证工具的机制以及进行质量研究的统一建议。作者敦促那些使命包含支持医学教育的资助机构投资于门诊环境中教育成果的基础研究。
