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BACKGROUND: Medical education is not exempt from increasing societal expectations of accountability. Competition for financial resources requires medical educators to demonstrate cost-effective educational practice; health care practitioners, the products of medical education programmes, must meet increasing standards of professionalism; the culture of evidence-based medicine demands an evaluation of the effect educational programmes have on health care and service delivery. Educators cannot demonstrate that graduates possess the required attributes, or that their programmes have the desired impact on health care without appropriate assessment tools and measures of outcome. OBJECTIVE: To determine to what extent currently available assessment approaches can measure potentially relevant medical education outcomes addressing practitioner performance, health care delivery and population health, in order to highlight areas in need of research and development. METHODS: Illustrative publications about desirable professional behaviour were synthesized to obtain examples of required competencies and health outcomes. A MEDLINE search for available assessment tools and measures of health outcome was performed. RESULTS: There are extensive tools for assessing clinical skills and knowledge. Some work has been done on the use of professional judgement for assessing professional behaviours; scholarship; and multiprofessional team working; but much more is needed. Very little literature exists on assessing group attributes of professionals, such as clinical governance, evidence-based practice and workforce allocation, and even less on examining individual patient or population health indices. CONCLUSIONS: The challenge facing medical educators is to develop new tools, many of which will rely on professional judgement, for assessing these broader competencies and outcomes. 相似文献
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Development and Evaluation of a Computer-Animated Tutor for Vocabulary and Language Learning in Children with Autism 总被引:1,自引:0,他引:1
Using our theoretical framework of multimodal processing, we developed and evaluated a computer-animated tutor, Baldi, to teach vocabulary and grammar for children with autism. Baldi was implemented in a Language Wizard/Player, which allows easy creation and presentation of a language lesson involving the association of pictures and spoken words. The lesson plan includes both the identification of pictures and the production of spoken words. In Experiment 1, eight children were given initial assessment tests, tutorials, and reassessment tests 30 days following mastery of the vocabulary items. All of the students learned a significant number of new words and grammar. A second within-subject design with six children followed a multiple baseline design and documented that the program was responsible for the learning and generalization of new words. The research indicates that children with autism are capable of learning new language within an automated program centered around a computer-animated agent, multimedia, and active participation and can transfer and use the language in a natural, untrained environment. 相似文献
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大学生素质培养是一个重要的理论和实践问题,本文通过医学院校推行大学生班主任助理制度对大学生综合素质培养的作用和效果提出了思考,对大学生班主任助理制度的方法进行了探讨。 相似文献
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鉴于传统医学专科教育人才培养模式存在着局限性,本文从落实科学发展观、顺应医学教育的发展、满足学生身心发展和传递知识规律的角度,阐述实施医学专科生导师制的必要性及可行性。针对专科生导师制实施可能出现的问题,提出以师德建设为根本,以制度建设为保障,以过程监督为关键,以激励机制为动力的对策,来推动医学专科生导师制良性发展。 相似文献
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Baroffio A Nendaz MR Perrier A Vu NV 《Advances in health sciences education : theory and practice》2007,12(4):427-439
Aim In a problem-based learning (PBL) curriculum, tutor’s feedback skills are important. However, evaluation studies often show
that students rate many tutors as ineffective in providing feedback. We explored whether this is related: (a) to tutors’ skills,
and hence a teaching intervention might improve their performance; (b) to the formulation of the evaluation item, hence a
more specific wording might help students better recognize a feedback when received; (c) to PBL teaching environment, and
hence the tutors’ teaching unit might influence students’ ratings.
Methods Students rated 126 tutors of 13 one-month teaching units over three consecutive years on their ability of providing feedback.
We assessed how (a) a teaching intervention given between years 1 and 2, (b) a rewording of the evaluation item which took
place in year 3, and (c) the tutors’ teaching unit, influenced students’ ratings.
Results The ratings of tutors considered as effective by students at year 1 improved after the teaching intervention, while those
of unsatisfactory tutors did not progress. However the ratings of the latter increased after reformulation of the evaluation
item. This increase varied across teaching units.
Discussion Students’ ratings of tutors’ ability to give feedback seem to vary in function of the tutors’␣training, of the formulation
of the evaluation item, and of the tutors’ teaching environment. These variables should be considered for setting up effective
strategies in faculty development. 相似文献
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中医院校本科生导师制的学生培养计划之我见 总被引:1,自引:0,他引:1
在高等中医院校推行本科生导师制既弥补了课堂教学的不足,又保留了传统中医教育“师带徒”的优点,有利于更好地加强学生的人格、学习习惯、临床技能及科研能力等培养。针对本科生的特点制定相应的培养计划因材施教,充分发挥学生的学习主动性,将教书育人有机地统一起来,能取得更好的教学效果。 相似文献
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薛静静 《中国医学教育技术》2012,(1):26-29
为了把握我国网络导学的研究现状,该文检索了我国2001-2010年间相关主题的文献,通过分析总结出了我国网络导学的研究现状以及当前存在的问题,并在此基础上进行了反思,同时提出了相应的解决策略。 相似文献