澳大利亚和新西兰医学课程中的营养制图:横断面内容分析

IF 3.3 Q2 NUTRITION & DIETETICS
Ryan E King, Claire Palermo, Alyce N Wilson
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引用次数: 0

摘要

目的系统地绘制由澳大利亚医学委员会(AMC)认可的澳大利亚和新西兰所有23所医学院医学课程中的营养内容。方法采用横断面含量分析方法。在2021年2月至4月期间,从在线存储库和直接从大学中提取了20个amc认可的医学课程的学习成果。确定与营养相关的学习成果或同等的学习目标/毕业生属性。根据布鲁姆修订后的分类对营养学习结果进行分析,以确定结果是否符合认知、精神运动或情感领域,以及达到什么水平。结果在美国医学会认可的23门医学课程中,有20所医学院的学习成果可用于分析。在11门医学课程中共确定了186项营养学学习成果。一所医学院的课程包含186个营养学习成果中的129个(69.4%)。大多数结果(181,97.3%)处于Bloom修订分类法的认知领域,主要是在3级“应用”(90,49.7%)。精神运动领域包含五种营养学习结果(5.2.7%),而情感领域没有。新西兰医学课程(153,82.3%)的营养学习成果是澳大利亚课程(33,17.7%)的4.6倍。当比较临床和临床前学年的课程时,精神运动领域的学习成果比例在临床学年(4.08%)比临床前学年(1.15%)高3.7倍。结论医学课程中营养学习成果的数量存在较大差异。这可能会导致医学毕业生在澳大利亚和新西兰提供营养护理的能力不同。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Mapping nutrition within medical curricula in Australia and New Zealand: a cross-sectional content analysis
Objective To systematically map nutrition content in medical curricula across all 23 medical schools in Australia and New Zealand accredited by the Australian Medical Council (AMC). Methods A cross-sectional content analysis was conducted. Learning outcomes for 20 AMC-accredited medical curricula were extracted from online repositories and directly from universities in February to April 2021. Nutrition relevant learning outcomes or equivalent learning objectives/graduate attributes were identified. Nutrition learning outcomes were analysed according to Bloom’s revised taxonomy to determine whether outcomes met cognitive, psychomotor or affective domains and at what level. Results Of the total 23 AMC-accredited medical curricula, 20 medical schools had learning outcomes able to be sourced for analysis. A total of 186 nutrition learning outcomes were identified within 11 medical curricula. One medical school curriculum comprised 129 of 186 (69.4%) nutrition learning outcomes. The majority of outcomes (181, 97.3%) were in the cognitive domain of Bloom’s revised taxonomy, predominantly at level 3 ‘applying’ (90, 49.7%). The psychomotor domain contained five nutrition learning outcomes (5, 2.7%), while the affective domain contained none. New Zealand medical curricula (153, 82.3%) contained 4.6-fold more nutrition learning outcomes than Australian curricula (33, 17.7%). When comparing clinical and preclinical years across curricula, the proportion of learning outcomes in the psychomotor domain was 3.7-fold higher in clinical years (4.08%) versus preclinical years (1.15%). Conclusion There is wide variation across medical curricula regarding the number of nutrition learning outcomes. This may lead to varying competency of medical graduates to provide nutrition care in Australia and New Zealand.
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来源期刊
BMJ Nutrition, Prevention and Health
BMJ Nutrition, Prevention and Health Nursing-Nutrition and Dietetics
CiteScore
5.80
自引率
0.00%
发文量
34
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