健康教育工作者和学术领袖:研究生医学教育中有抱负的临床医生教育工作者的发展性、原则性项目评估方法。

Journal of graduate medical education Pub Date : 2025-08-01 Epub Date: 2025-08-15 DOI:10.4300/JGME-D-24-00904.1
Cory Rohlfsen, Jonathan Hall, Michelle C Howell, Daniel M Hershberger, Allison K Ashford, Ryan Mullane, Nathan Gollehon, Tanya Custer, Herb Thompson, Priscila R Armijo
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引用次数: 0

摘要

有抱负的临床医生教育工作者(ce)需要正式的培训和社区,因为他们过渡到学术角色。为了解决这个问题,我们于2021年在我们的机构启动了健康教育者和学术领袖(HEAL)计划,将实践社区(CoP)原则和创新的课程设计结合起来。目的采用以原则为中心的项目评估方法报告HEAL的结果。方法HEAL的课程以Kern六步法为指导,结合研讨会、反思性教学档案、指导、视频辅导(VBC)和临床医生教育者自我评估工具包(CESAT)。这个为期2年的项目以3个原则为中心:CoP;反思性实践;以及创新课程的使用,比如CE里程碑。从2021年到2023年,混合方法的发展评估为迭代改进提供了信息,强调发展原则而不是固定结果。通过去身份化调查和焦点小组从受训人员中收集数据。结果来自9个学科的研究生学员加入了首届HEAL队列,完成率为92.9%(14人中有13人)。第一年,70%的HEAL学员(7 / 10)认为VBC课程是最有价值的课程组成部分,而80%(8 / 10)认为CESAT工具是最没有价值的。定性反馈强调实时、个性化反馈的价值,以及基于里程碑的自我评估工具的挑战。第二年,89%(9人中有8人)的HEAL受训者报告说,作为ce,他们的信心有所提高。HEAL的发展性评估方法以教育策略为中心,以包括CoP在内的CE发展的基本原则为中心,持续了5年的课程创新,增强了CE毕业生的信心。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Health Educators and Academic Leaders: A Developmental, Principles-Focused Program Evaluation Approach for Aspiring Clinician Educators in Graduate Medical Education.

Background Aspiring clinician educators (CEs) need formal training and community as they transition into academic roles. To address this, we launched the Health Educators and Academic Leaders (HEAL) program at our institution in 2021, integrating communities of practice (CoP) principles and innovative curricular design. Objective To report HEAL outcomes using a principles-focused program evaluation approach. Methods HEAL's curriculum was guided by the Kern 6-step approach and incorporated seminars, reflective teaching portfolios, mentorship, video-based coaching (VBC), and the Clinician Educator Self-Assessment Toolkit (CESAT). This 2-year program centered on 3 principles: CoP; reflective practice; and use of innovative curricula, like CE milestones. From 2021 to 2023, a mixed-methods, developmental evaluation informed the iterative refinements, emphasizing evolving principles over fixed outcomes. Data were collected from trainees via de-identified surveys and focus groups. Results Postgraduate trainees from 9 disciplines joined the inaugural HEAL cohort, with a 92.9% (13 of 14) completion rate. Seventy percent of HEAL trainees in the first year (7 of 10) ranked VBC sessions as the most valuable curricular component, while 80% (8 of 10) ranked the CESAT tool as least valuable. Qualitative feedback emphasized the value of real-time, individualized feedback and challenges with milestone-based self-evaluation tools. Eighty-nine percent (8 of 9) of HEAL trainees in the second year reported improved confidence as CEs. Conclusions By centering educational strategies on principles essential to CE development, including CoP, HEAL's developmental evaluation approach has sustained 5 years of curricular innovation and increased the confidence of CE graduates.

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来源期刊
Journal of graduate medical education
Journal of graduate medical education Medicine-Medicine (all)
CiteScore
3.20
自引率
0.00%
发文量
248
期刊介绍: - Be the leading peer-reviewed journal in graduate medical education; - Promote scholarship and enhance the quality of research in the field; - Disseminate evidence-based approaches for teaching, assessment, and improving the learning environment; and - Generate new knowledge that enhances graduates'' ability to provide high-quality, cost-effective care.
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