落實能力導向醫學教育於臨床工作場域之我見

My opinion in implementation of competence based medication education in the workplace

陳昭惠(Chao-Huei Chen)

《中榮醫教》 22期 (2018/03) Pp. 18-21

摘要

醫學教育自二十世紀末逐漸強調能力導向，美國畢業後醫學教育評鑑委員會(The Accreditation Council for Graduate Medical Education簡稱ACGME)提出六大核心能力後，近年更發展至里程碑以及可信任專業活動之模式。能力導向的醫學教育最終目標還是希望學員在受訓後能有一定的能力，滿足病人及社會對於醫療的需求，同時能提升醫療品質。臨床老師在臨床工作場所中可以運用現有的教學策略，給予學員適當的學前定向，使用合適的教學方法以及評估工具，並適時回饋以提昇學員能力。師資培育，提供方便評估的資訊平台，院方高層以及科部主管的支持以及鼓勵更是不可或缺。

關鍵字

能力導向醫學教育 ； 里程碑 ； 可信任專業活動 ； 師資培育

並列摘要

Competency-based medical education(CBME) has been the main stream since late 20th century. Program using competency, milestone and entrustable professional activity have been proposed by The Accreditation Council for Graduate Medical Education (ACGME). The goal of CBME is to make sure that the trainees could have the competences to fulfill the need of patients and society, and to improve the care quality. Clinical teachers could use the available teaching strategies, orientation, appropriate teaching and assessment tool, followed by feedback, to improve trainees' competences. Faculty development, convenient information platform for assessment, support from superintendent of the hospital and director of the departments for clinical teachers are crucial.

並列關鍵字

competency-based medical education ； milestone ； entrustable professional activity ； faculty development