CanMEDS模型对口腔医学生能力培养的启示及应用实例分析
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摘要
CanMEDS模型是医学教育的引领者,对口腔医学教育的课程设置,教学模式的转变以及学生综合能力的培养等方面有重要启示。针对口腔医学教育制定相应的框架细则,融入多元的素质培养以及合理的评价系统,对于口腔医学生未来执业能力的提高有很大帮助。文章对CanMEDS应用及其评价体系进行概述,分析该模型对口腔医学教育的启示意思,并通过实例分析该模型的重要性。以CanMEDS模型为指导,推动并提高口腔医学教育水平,是值得探索的教学改革模式。
The CanMEDS model is a leader in medical education, and has important implications for the curriculum of stomatology education, the transformation of teaching models, and the cultivation of students' comprehensive abilities. The development of corresponding framework rules for stomatological education, the integration of diverse quality training and a reasonable evaluation system will greatly help the future practice of oral medical students. This paper summarizes the CanMEDS application and its evaluation system, analyzes the implications of the model for stomatological education, and analyzes the importance of the model through examples.Promoting and improving the level of stomatology education under the guidance of the CanMEDS model is a teaching reform model worth exploring.
The CanMEDS model is a leader in medical education, and has important implications for the curriculum of stomatology education, the transformation of teaching models, and the cultivation of students' comprehensive abilities. The development of corresponding framework rules for stomatological education, the integration of diverse quality training and a reasonable evaluation system will greatly help the future practice of oral medical students. This paper summarizes the CanMEDS application and its evaluation system, analyzes the implications of the model for stomatological education, and analyzes the importance of the model through examples.Promoting and improving the level of stomatology education under the guidance of the CanMEDS model is a teaching reform model worth exploring.
引文
[1]冯攀.加拿大医师能力框架对我国制定执业医师能力标准的启示[J].中国医院管理,2013,33(4):61-63.
[2]Frank JR. The CanMEDS 2005 physician competency framework. Better standards, better physicians, better care. Ottawa:The Royal College of Physicians and Surgeons of Canada,2005.
[3]Frank,JR. Jabbour,M. Reports of the CanMEDS Phase IV working Groups. Ottawa:the royal college of physicians and surgeons of Canada. March,2005 http://rcpsc.edu/canmeds/CanMEDS2005/index.php.
[4]Christine Fahim,Mohit Bhandari,Ilun Yang,et al. Development and Early Piloting of a CanMEDS Competency-Based Feedback Tool for Surgical Grand Rounds[J].Journal of Surgical Education,2016,73(3):409-415.
[5]Karen Finlay,Linda Probyn,Stephen Ho. The CanMEDS Resume:A Useful Educational Portfolio Tool for Diagnostic Radiology Residents[J].Canadian Association of Radiologists Journal,2012(63):233-236.
[6]江千舟,樊明文,葛林虎.荷兰口腔医学教育及口腔医学人才的培养模式[J].口腔医学研究,2015,31(6):568-570.
[7]Renting N,Gans RO,Borleffs JC,et al. A feedback system in residency to evaluate CanMEDS roles and provide high-quality feedback:Exploring its application[J].Med Teach,2016,38(7):738-745.
[8]颜光启,啜文钰,杨鸣良,等.数字化技术在正颌外科及创伤外科临床教学中的应用[J].中国口腔颌面外科杂志,2017,15(5):463-465.
[9]郑家伟,曹霞,徐袁瑾,等.口腔医学专业国家精品课程现状分析与思考[J].医学教育探索,2010,9(9):1173-1176.
[10]边专,樊明文,台保军,等.PBL教学在口腔医学教育中的应用[J].口腔医学研究,2006,22(4):448-450.
[11]杨艳兰,陈灼庚,徐普.以问题为基础的学习结合以案例为基础的学习教学法在口腔临床教学中的应用与问题[J].现代医药卫生,2018,34(1):123-125.
[12]张耀坤,孙挺,刘琦,等.《口腔修复学》互动式教学效果的探索[J].中华医学教育探索杂志,2013,12(7):719-722.
[13]李春洁,华成舸,陈娥,等.互助教学模式在循证口腔医学教育中的应用[J].上海口腔医学,2015,24(5):632-636.
[2]Frank JR. The CanMEDS 2005 physician competency framework. Better standards, better physicians, better care. Ottawa:The Royal College of Physicians and Surgeons of Canada,2005.
[3]Frank,JR. Jabbour,M. Reports of the CanMEDS Phase IV working Groups. Ottawa:the royal college of physicians and surgeons of Canada. March,2005 http://rcpsc.edu/canmeds/CanMEDS2005/index.php.
[4]Christine Fahim,Mohit Bhandari,Ilun Yang,et al. Development and Early Piloting of a CanMEDS Competency-Based Feedback Tool for Surgical Grand Rounds[J].Journal of Surgical Education,2016,73(3):409-415.
[5]Karen Finlay,Linda Probyn,Stephen Ho. The CanMEDS Resume:A Useful Educational Portfolio Tool for Diagnostic Radiology Residents[J].Canadian Association of Radiologists Journal,2012(63):233-236.
[6]江千舟,樊明文,葛林虎.荷兰口腔医学教育及口腔医学人才的培养模式[J].口腔医学研究,2015,31(6):568-570.
[7]Renting N,Gans RO,Borleffs JC,et al. A feedback system in residency to evaluate CanMEDS roles and provide high-quality feedback:Exploring its application[J].Med Teach,2016,38(7):738-745.
[8]颜光启,啜文钰,杨鸣良,等.数字化技术在正颌外科及创伤外科临床教学中的应用[J].中国口腔颌面外科杂志,2017,15(5):463-465.
[9]郑家伟,曹霞,徐袁瑾,等.口腔医学专业国家精品课程现状分析与思考[J].医学教育探索,2010,9(9):1173-1176.
[10]边专,樊明文,台保军,等.PBL教学在口腔医学教育中的应用[J].口腔医学研究,2006,22(4):448-450.
[11]杨艳兰,陈灼庚,徐普.以问题为基础的学习结合以案例为基础的学习教学法在口腔临床教学中的应用与问题[J].现代医药卫生,2018,34(1):123-125.
[12]张耀坤,孙挺,刘琦,等.《口腔修复学》互动式教学效果的探索[J].中华医学教育探索杂志,2013,12(7):719-722.
[13]李春洁,华成舸,陈娥,等.互助教学模式在循证口腔医学教育中的应用[J].上海口腔医学,2015,24(5):632-636.