医学教育纵向研究数据库是一个大数据信息集,通过前瞻性、连续性地收集和整合不同个体在不同医学教育培训项目及专业领域中行为表现测量值,探索教育干预与教育成果之间的关系,有效解决医学教育研究中具有挑战性、复杂性的问题。纵向研究数据库作为一个连续统一的记录和评价工具,记录从接受医学教育到医疗服务过程中的临床医生专业能力发展情况,涵盖院校教育、毕业后医学教育到继续职业发展3个阶段,可以应用于评价医学教育成果。我国医学教育纵向研究数据库尚未建立,需要加快构建,为促进医学教育改革和提高医学教育质量提供参考依据。
As a tool of medical education research, longitudinal research database for medical education can effectively solve challenging and complex problems in medical education research by collecting measurement data of medical education outcomes and exploring the relationship between educational intervention and educational outcomes. As a continuous uniform recording and evaluation tool, longitudinal research database records the development of medical students' professional competency in the process from medical education to medical service, including the stages of basic medical education, post graduate medical education and continuing professional development, which is applied to evaluating medical education outcomes. The longitudinal database of medical education in China has not yet been established and needs to be accelerated to provide a reference basis for promoting medical education reform and improving medical education quality.
[1]Cook DA, Andriole DA, Durning SJ, et al. Longitudinal research databases in medical education: facilitating the study of educational outcomes over time and across institutions[J]. Acad Med, 2010,85(8):1340-1346. DOI: 10.1097/ACM.0b013e3181e5c050.
[2]Carney PA, Nierenberg DW, Pipas CF, et al. Educational epidemiology: applying population-based design and analytic approaches to study medical education[J]. JAMA, 2004,292(9):1044-1050. DOI: 10.1001/jama.292.9.1044.
[3]Triola MM, Pusic MV. The education data warehouse: a transformative tool for health education research[J]. J Grad Med Educ, 2012, 4(1):113-115. DOI: 10.4300/JGME-D-11-00312.1.
[4]Kusurkar RA, Croiset G. Creating a longitudinal database in medical education: perspectives from the pioneers[J]. Educ Health (Abingdon), 2016,29(3):266-270. DOI: 10.4103/1357-6283. 204214.
[5]Cate OT. Entrustability of professional activities and competency-based training[J].Med Educ, 2005,39(12):1176-1177.DOI: 10.1111/j.1365-2929.2005.02341.x.
[6]Schiller JH, Beck Dallaghan GL, Kind T, et al. Characteristics of multi-institutional health sciences education research: a systematic review[J]. J Med Libr Assoc, 2017,105(4):328-335. DOI: 10.5195/jmla.2017.134.
[7]Humphreys JS, Prideaux D, Beilby JJ, et al. From medical school to medical practice: a national tracking system to underpin planning for a sustainable medical workforce in Australasia[J]. Med J Aust, 2009,191(5):244-245. DOI: 10.5694/j.1326-5377.2009.tb02774.x.
[8]Jeffe DB, Andriole DA, Hageman HL, et al. Reaping what we sow: the emerging academic medicine workforce[J]. J Natl Med Assoc, 2008,100(9):1026-1034. DOI: 10.1016/s0027-9684(15) 31439-5.
[9]Dowell J, Cleland J, Fitzpatrick S, et al. The UK medical education database (UKMED) what is it? Why and how might you use it?[J]. BMC Medical Education, 2018, 18(1). DOI: 10.1186/s12909-017-1115-9.
[10]Woolf K, Jayaweera H, Unwin E, et al. Effect of sex on specialty training application outcomes: a longitudinal administrative data study of UK medical graduates.[J]. BMJ Open. 2019, 9(3).DOI: 10.1136/bmjopen-2018-025004.
[11]Hogenbirk JC, French MG, Timony PE, et al. Outcomes of the Northern Ontario School of Medicine's distributed medical education programmes: protocol for a longitudinal comparative multicohort study[J]. BMJ Open. 2015, 5(7). DOI: 10.1136/bmjopen-2015-008246.
[12]陈琦, 王亚东, 尹娜, 等. 基于电子学习档案袋(e-Portfolio)的教学评价在医学教育中的应用研究[J].继续医学教育,2009,23(2):26-30. DOI: 10.3969/j.issn.1004-6763.2009.02.010.
[13]白俊清, 刘艳阳, 高占峰. 形成性评价在外科研究生住院医师规范化培训中的应用[J].中国病案,2019,20(3):85-87. DOI: 10.3969/j.issn.1672-2566.2019.03.030.
[14]吴国萍. 加强继续医学教育档案归档管理实践要务[J].浙江档案,2018(10):61. DOI:10.16033/j.cnki.33-1055/g2.2018.10.027.
[15]谭旭. 现代化医院继续教育档案管理的研究[J].中国卫生产业,2017,14(21):19-21. DOI: 10.16659/j.cnki.1672-5654.2017.21.019.
