更貼近使用者的里程碑－進化2.0版

User-Friendly Milestones-The Revised Version 2.0

林筱茹(Hsiao-Ju Lin) ； 陳炯瑜(Chiung-Yu Chen)

《內科學誌》 34卷6期 (2023/12) Pp. 466-473

https://doi.org/10.6314/JIMT.202312_34(6).06

摘要

應用里程碑規劃教學、引領學習與評量結果，驗證以里程碑落實勝任能力導向醫學教育的可能性。美國畢業後醫學教育評鑑委員會以里程碑的執行經驗、評量數據及多方回饋作為後續改革之參考，因應醫療體系及社會大眾對醫師的期待制定共通里程碑，並順應科技與後疫情時代的趨勢與潮流，新增相關次能力；為避免行為發展軌跡過多所造成的混亂，限制每一次能力之發展軌跡數目，並簡化行為描述的用詞及提供補充指引，讓使用者更理解里程碑，進而準確應用里程碑。引領里程碑再啟程的最終目標與可信賴專業活動一致，均為培育適任於現今社會的醫師。

關鍵字

里程碑2.0 ； 共通里程碑 ； 勝任能力導向醫學教育

並列摘要

The implementation of milestones has been a successful approach to planning teaching, guiding learning, and evaluating outcomes in competency-based medical education. Based on the Milestones Program's experience, data assessment, and feedback from multiple sources, milestones have been established to meet the healthcare system's and the public's expectations regarding the role of physicians. The Accreditation Council for Graduate Medical Education has made several modifications for the demands of the technological and post-pandemic era to the Milestones Program, including the addition of related sub-competencies, limiting the number of developmental trajectories within each competency to prevent confusion, simplifying the terminology used to describe behavior, and providing supplemental guides to enhance understanding and accuracy in applying the milestones. The ultimate objective of milestones is to align with entrustable professional activities, which aim to cultivate physicians suitable for today's society.