From summative MAAS Global to formative MAAS 2.0 - a workshop report.

IF 1.5 Q2 EDUCATION, SCIENTIFIC DISCIPLINES
Tjorven Stamer, Geurt Essers, Jost Steinhäuser, Kristina Flägel
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引用次数: 1

Abstract

Background: The MAAS Global (Maastricht History-taking and Advice Scoring List) is an internationally widely-used instrument in under- and postgraduate medical education. The focus is on the assessment of medical communication and clinical skills. The assessment tool, which has also been used in Germany since 2015, has a high-quality design (e.g. comprehensible structure, appropriate complexity), good psychometric properties and is very user-friendly. An update of MAAS Global, MAAS 2.0, was published in March 2021 with a new and greater focus on context and the formative.

Method: The revised version of the MAAS 2.0 assessment sheet was translated into German with the authors' permission. Open questions were discussed with the revision process project manager.

Results: The revision was carried out with a view to focusing on the patient's frame of reference, removing ambiguities identified previously while using MAAS Global, and closer alignment with the underlying Calgary-Cambridge model. Furthermore, the scale used for the evaluation was modified and now uses a formative evaluation range without grade-related classification.

Conclusion: With the content reorientation of MAAS Global to MAAS 2.0, and the associated focus on frame of reference, context, the formative, the revision presented here sets new priorities for future evaluations in the context of under- and postgraduate medical education and the assessment of medical patient communication in general.

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从总结性MAAS Global到形成性MAAS 2.0 -研讨会报告。
背景:MAAS Global (Maastricht History-taking and Advice Scoring List)是国际上广泛应用于医学教育和研究生教育的工具。重点是对医疗沟通和临床技能的评估。该评估工具自2015年起也在德国使用,具有高质量的设计(例如,可理解的结构,适当的复杂性),良好的心理测量特性,并且非常用户友好。MAAS Global的更新版本MAAS 2.0于2021年3月发布,更加关注上下文和格式。方法:经作者同意,将修订后的MAAS 2.0评估表翻译成德文。与修订过程项目经理讨论了悬而未决的问题。结果:该修订着眼于患者的参考框架,消除先前使用MAAS Global时确定的歧义,并与潜在的Calgary-Cambridge模型更紧密地一致。此外,用于评估的量表进行了修改,现在使用形成性评估范围,而不使用与年级相关的分类。结论:随着MAAS Global的内容向MAAS 2.0的重新定位,以及相关的参考框架、语境、形成性等方面的关注,本文提出的修订为未来在本科和研究生医学教育背景下的评估以及一般的医疗患者沟通评估提供了新的重点。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
GMS Journal for Medical Education
GMS Journal for Medical Education EDUCATION, SCIENTIFIC DISCIPLINES-
CiteScore
3.40
自引率
12.50%
发文量
30
审稿时长
25 weeks
期刊介绍: GMS Journal for Medical Education (GMS J Med Educ) – formerly GMS Zeitschrift für Medizinische Ausbildung – publishes scientific articles on all aspects of undergraduate and graduate education in medicine, dentistry, veterinary medicine, pharmacy and other health professions. Research and review articles, project reports, short communications as well as discussion papers and comments may be submitted. There is a special focus on empirical studies which are methodologically sound and lead to results that are relevant beyond the respective institution, profession or country. Please feel free to submit qualitative as well as quantitative studies. We especially welcome submissions by students. It is the mission of GMS Journal for Medical Education to contribute to furthering scientific knowledge in the German-speaking countries as well as internationally and thus to foster the improvement of teaching and learning and to build an evidence base for undergraduate and graduate education. To this end, the journal has set up an editorial board with international experts. All manuscripts submitted are subjected to a clearly structured peer review process. All articles are published bilingually in English and German and are available with unrestricted open access. Thus, GMS Journal for Medical Education is available to a broad international readership. GMS Journal for Medical Education is published as an unrestricted open access journal with at least four issues per year. In addition, special issues on current topics in medical education research are also published. Until 2015 the journal was published under its German name GMS Zeitschrift für Medizinische Ausbildung. By changing its name to GMS Journal for Medical Education, we wish to underline our international mission.
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