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Ilimin likita

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Ilimin likita
branch of education (en) Fassara, specialization (en) Fassara, field of study (en) Fassara da academic discipline (en) Fassara
Bayanai
Ƙaramin ɓangare na karantarwa da job training (en) Fassara
Bangare na medicine, nursing and health curriculum and pedagogy (en) Fassara
Gudanarwan medical student (en) Fassara da professor of medicine (en) Fassara
Dalibi na likita a dakin gwaje-gwaje a Cibiyar Fasaha da Ilimi ta Monterrey, Birnin Mexico
Dalibin likitanci yana shan hawan jini a lokacin yakin neman wayar da kan jama'a

Ilimin likita shine ilimi da ke da alaƙa da aikin zama likitanci, gami da horo na farko don zama likita (watau, makarantar likita da horarwa) da ƙarin horo daga baya (misali, zama, zumunci, da ci gaba da ilimin likita).

Ilimin likita da horo sun bambanta sosai a duk faɗin duniya. An yi amfani da hanyoyin koyarwa daban-daban a cikin ilimin likita, wanda shine yanki mai aiki na bincike na ilimi.[1]

Har ila yau, ilimin likitanci shine fannin ilimin ilimi na ilmantar da likitocin likita a kowane mataki, gami da matakin shigarwa, digiri na biyu, da ci gaba da ilimin likitancin. Dole ne a cika takamaiman buƙatu kamar ayyukan ƙwararru masu inganci kafin a ci gaba a matakai na ilimin likita.

Hanyoyi na yau da kullun da tushen shaida

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Ilimin likita yana amfani da ka'idojin koyarwa musamman a cikin mahallin ilimin likita. Ilimin likitanci ya kasance jagora a fagen ilimin da ya danganci shaida, ta hanyar ci gaba da hadin gwiwar shaida kamar tarin Ilimin Likita mafi Kyawu, wanda aka kafa a 1999, wanda ke da niyyar "motsa daga ilimin da ya dogara da ra'ayi zuwa ilimin da ya shafi shaida".[2] Hanyoyin da aka saba amfani da su sun haɗa da jarrabawar asibiti mai tsari (wanda aka fi sani da 'OSCE) don tantance ƙwarewar asibiti, da kuma ƙididdigar ƙididdigat don ƙayyade ci gaban ƙwarewar taushi kamar ƙwarewa. [3] Koyaya, akwai ci gaba da hanyoyin koyarwa marasa tasiri a cikin ilimin likita, kamar daidaita koyarwa zuwa salon ilmantarwa [4] da Edgar Dales 'Cone of Learning. [5][6]

Ilimi na shigarwa

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Kwalejin Kiwon Lafiya (Jami'ar Comenius a Bratislava) Slovakia

Shirye-shiryen ilimin likitanci na matakin shigar darussa ne na matakin manyan makarantu da ake gudanarwa a makarantar likitanci. Dangane da hukumci da jami'a, waɗannan na iya zama ko dai karatun digiri na biyu (mafi yawan Turai, Asiya, Kudancin Amurka da Oceania), ko shirye-shiryen shigar da digiri (yafi Australia, Philippines da Arewacin Amurka). Wasu hukunce-hukuncen da jami'o'i suna ba da shirye-shiryen shigar da digiri na biyu da shirye-shiryen shiga digiri (Ostiraliya, Koriya ta Kudu).

Gabaɗaya, ana ɗaukar horo na farko a makarantar likitanci. Ilimin likitanci na farko na al'ada ya kasu kashi biyu tsakanin karatun farko da na asibiti. Na farko ya ƙunshi ilimin kimiyya na asali kamar ilimin halittar jiki, ilimin halittar jiki, ilmin halitta, ilimin kimiyyar magunguna, ilimin cututtuka, microbiology. Na ƙarshe ya ƙunshi koyarwa a fannoni daban-daban na likitancin asibiti kamar likitancin ciki, likitan yara, likitan mata da mata, likitan hauka, aikin gama gari da tiyata. Kwanan nan, an yi ƙoƙari sosai a cikin Amurka don haɗa kimiyyar tsarin kiwon lafiya (HSS) a matsayin "ginshiƙi na uku" na ilimin likitanci, tare da bincike na asali da na asibiti. HSS wani dandamali ne na tushe da tsari don nazari da fahimtar yadda ake ba da kulawa, yadda masu sana'a na kiwon lafiya ke aiki tare don ba da wannan kulawa, da kuma yadda tsarin kiwon lafiya zai iya inganta kulawa da kulawa da lafiya.[7]

An sami yaduwar shirye-shiryen da suka hada horar da likita tare da bincike (M.D./Ph.D.) ko shirye-shirye na gudanarwa (M. D./ MBA), kodayake an soki wannan saboda an nuna cewa an kara katsewa ga binciken asibiti yana da mummunar tasiri ga ilimin asibiti.[8]

LCME da "Aiki da Tsarin Makarantar Kiwon Lafiya"

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Kwamitin Hulɗa kan Ilimi na Kiwon Lafiya (LCME) kwamiti ne na izinin ilimi don makarantun kiwon lafiya da ke haifar da MD a Amurka da Kanada. Don kula da takardar shaidar, ana buƙatar makarantun likitanci don tabbatar da cewa ɗalibai sun cika wasu ka'idoji da ƙwarewa, waɗanda kwamitocin takardar shaidarsa suka bayyana. Labarin "Aiki da Tsarin Makarantar Kiwon Lafiya" wani labarin ne na shekara-shekara daga LCME wanda ke bayyana ka'idojin izini 12.[9]

Ayyukan sana'a masu inganci don shiga zama

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Ƙungiyar Kwalejin Kiwon Lafiya ta Amurka (AAMC) ta ba da shawarar Ayyuka na Kwararru goma sha uku (EPAs) cewa ya kamata a sa ran ɗaliban likitanci su cika kafin fara shirin zama.[10][11][12] EPAs sun dogara ne akan ƙwarewar ƙwarewar da aka haɓaka a yayin horar da makarantar likita. Kowane EPA ya lissafa mahimmin fasalinsa, ƙwarewar da ke da alaƙa, da halayen da ake buƙata don kammala wannan aikin. Dalibai suna ci gaba ta hanyar matakan fahimta da iyawa, suna bunkasa tare da rage buƙatar kulawa kai tsaye.[10][11][12] A ƙarshe ɗalibai ya kamata su iya yin kowane aiki da kansu, kawai suna buƙatar taimako a cikin yanayi na musamman ko rikitarwa. [10] [11][12]

Jerin batutuwan da EPA ke magance su sun hada da:

  1. Tarihi da ƙwarewar jarrabawar jiki
  2. Binciken bambance-bambance
  3. Gwaje-gwaje na ganewa / tantancewa
  4. Dokoki da umarni
  5. Takardun haɗuwa da marasa lafiya
  6. Gabatarwar baki na gamuwa da marasa lafiya
  7. Tambaya / amfani da shaidar asibiti
  8. Bayar da marasa lafiya / sauye-sauyen kulawa
  9. Aiki tare
  10. Kulawa ta gaggawa
  11. Sanarwar da aka sani
  12. Hanyar da ake yi
  13. Tsaro da ingantawa

Ilimi na digiri

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Ofishin Dean a Prague" id="mwrQ" rel="mw:WikiLink" title="First Faculty of Medicine, Charles University in Prague">Kwalejin Magunguna ta Farko, Jami'ar Charles, Prague

Bayan kammala horo na matakin shiga, ana buƙatar sabbin likitocin da suka kammala karatu su gudanar da wani lokaci na kulawa kafin a ba da cikakken rajista; wannan galibi na tsawon shekara guda ne zama ana iya kiransa "internship" ko "registrar wucin gadi" ko "residency".

Ana iya ci gaba da horo a wani bangare na magani. A cikin Amurka, ƙarin horo na musamman, wanda aka kammala bayan zama ana kiransa "aboki". A wasu hukunce-hukunce, ana fara wannan nan da nan bayan kammala horo na matakin shiga, yayin da wasu hukunce'o'i ke buƙatar ƙananan likitoci su gudanar da horo na gaba ɗaya (ba tare da watsawa ba) na shekaru da yawa kafin fara ƙwarewa.

Kowane shirin zama da zumunci an amince da shi ta hanyar Kwamitin Gudanarwa don Ilimin Likita na Graduate (ACGME), ƙungiyar da ba ta da riba da likitoci ke jagoranta tare da burin inganta ka'idodin ilimi tsakanin likitoci. ACGME tana kula da dukkan shirye-shiryen zama na MD da DO a Amurka. Ya zuwa 2019, akwai kimanin 11,700 ACGME da aka amince da su da kuma shirye-shiryen zumunci a cikin ƙwarewa da ƙwarewa 181.

Ka'idar ilimi kanta tana zama wani bangare na horo na likita na digiri. Har ila yau, cancanta na al'ada a cikin ilimi ya zama al'ada ga malamai na likita, kamar yadda aka sami karuwa mai sauri a cikin yawan shirye-shiryen digiri a cikin ilimin likita.[13][14]

Ci gaba da ilimin likita

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A mafi yawan ƙasashe, ana buƙatar ci gaba da karatun likita (CME) don ci gaba da lasisi.[15] Bukatun CME sun bambanta da jihar da ƙasa. A Amurka, Majalisar Kula da Kula da Kulawa don Ci gaba da Ilimi na Kiwon Lafiya (ACCME) ce ke kula da takardar shaidar. Likitoci galibi suna halartar laccoci masu kwazo, manyan zagaye, taro, da ayyukan inganta aikin don cika bukatun su. Bugu da ƙari, likitoci suna ƙara zaɓar ci gaba da horo na digiri a cikin nazarin ilimin likita a matsayin hanyar ci gaba da ci gaban ƙwararru.[16][17]

Koyon kan layi

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Ilimin likita yana ƙara amfani da koyarwar kan layi, yawanci a cikin tsarin gudanar da ilmantarwa (LMSs) ko Yanayin ilmantarwa na kama-da-wane (VLEs).[18][19] Bugu da ƙari, makarantu da yawa na kiwon lafiya sun haɗa da amfani da ilmantarwa da aka haɗu da amfani da bidiyo, asynchronous, da kuma motsa jiki na mutum.[20][21] Wani bita mai mahimmanci da aka buga a cikin 2018 ya nuna cewa hanyoyin koyarwa na kan layi suna ƙara zama masu yawa a cikin ilimin likita, tare da gamsuwa da ɗalibai da ingantawa akan gwajin ilimi. Koyaya, ba a yawan bayar da rahoton amfani da ka'idodin ƙirar multimedia na tushen shaida a ci gaban laccoci na kan layi ba, duk da tasirin da aka sani a cikin yanayin ɗaliban likita.[22] Don inganta iri-iri a cikin yanayin isar da kan layi, ana iya amfani da wasannin da suka fi tsanani, waɗanda a baya suka nuna fa'ida a ilimin likita, don karya laccoci da aka bayar a kan layi. [23][24]

Yankunan bincike a cikin ilimin likitanci na kan layi sun haɗa da aikace-aikace masu amfani, gami da marasa lafiya masu ƙira da bayanan likitanci masu kama da juna (duba kuma: Telehealth). [25] Idan aka kwatanta da babu shiga tsakani, kwaikwayon a cikin horar da ilimin likita yana da alaƙa da sakamako mai kyau akan ilimi, ƙwarewa, da halaye da kuma matsakaiciyar sakamako ga sakamakon mai haƙuri.[26] Koyaya, bayanai ba su dace ba game da tasirin ilmantarwa ta kan layi idan aka kwatanta da laccoci na al'ada.[27][28] Bugu da ƙari, binciken da ke amfani da fasahar gani ta zamani (watau gaskiya mai kama da gaskiya) sun nuna babban alkawari a matsayin hanyar kara abubuwan darasi a cikin ilimin ilimin lissafi da ilimin jikin mutum.[29][30]

Tare da zuwan telemedicine (aka Telehealth), ɗalibai suna koyon yin hulɗa tare da kula da marasa lafiya a kan layi, ƙwarewa mai mahimmanci a ilimin likita.[31][32][33][34] A cikin horo, ɗalibai da likitoci sun shiga "ɗakin mai haƙuri na ƙira" inda suke hulɗa da raba bayanai tare da masu wasan kwaikwayo na ƙira ko na ainihi. Ana kimanta dalibai bisa ga ƙwarewa, sadarwa, tattara tarihin likita, jarrabawar jiki, da kuma ikon yin yanke shawara tare da mai haƙuri.[35][36]

Tsarin ilimin likitanci ta ƙasa

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Asibitin Jackson Memorial a Miami, asibitin koyarwa na farko na Makarantar Kiwon Lafiya ta Miller a Jami'ar Miami, a watan Yulin 2010

A Burtaniya, kwas ɗin likitanci na yau da kullun a jami'a shine shekaru biyar, ko shekaru huɗu idan ɗalibin ya riga ya sami digiri. Daga cikin wasu cibiyoyi da kuma ga wasu ɗalibai, yana iya zama shekaru shida (ciki har da zaɓin BSc mai tsaka-tsaki - ɗaukar shekara ɗaya - a wani lokaci bayan karatun farko na asibiti). Duk shirye-shiryen sun ƙare a cikin Bachelor of Medicine and Surgery digiri (wanda aka rage MBChB, MBBS, MBBCh, BM, da dai sauransu). Wannan yana biye da tushe na asibiti shekaru biyu bayan haka, wato F1 da F2, kama da horon horo. Dalibai sun yi rajista tare da Majalisar Kula da Lafiya ta Burtaniya a ƙarshen F1. A ƙarshen F2, za su iya ci gaba da karatun shekaru masu zuwa. Tsarin a Ostiraliya yayi kama da haka, tare da rajista ta Hukumar Kula da Lafiya ta Australiya (AMC).

A cikin Amurka da Kanada, mai yuwuwar ɗalibin likitanci dole ne ya fara kammala karatun digiri a kowane fanni kafin ya nemi makarantar likitancin digiri don biyan shirin (MD ko DO). Makarantun likitancin Amurka kusan duk shirye-shiryen shekaru hudu ne. Wasu ɗalibai sun zaɓi M.D./Ph.D mai mai da hankali kan bincike. shirin digiri na biyu, wanda yawanci ana kammala shi a cikin shekaru 7-10. Akwai wasu kwasa-kwasan da ake buƙata kafin a yarda da su zuwa makarantar likitanci, kamar su ilimin kimiyya na gama-gari, ilimin kimiyyar halitta, kimiyyar lissafi, lissafi, ilmin halitta, Ingilishi, aikin lab, da sauransu. Takamaiman buƙatun sun bambanta da makaranta.

A Ostiraliya, akwai hanyoyi biyu zuwa digiri na likita. Dalibai na iya zaɓar ɗaukar digiri na digiri na digiri biyar ko shida na digiri na likita / Bachelor of Surgery (MBBS ko BMed) a matsayin digiri na farko kai tsaye bayan kammala karatun sakandare, ko kuma kammala digiri na farko (a gabaɗaya shekaru uku, yawanci a cikin kimiyyar likita) sannan su nemi shiga digiri na shekaru huɗu na digiri na farko na digiri na Medicine / Bachelor of Chirgy (BSMB). [37]

Arewacin Amurka  

Ka'idoji da dabi'u

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Tare da horar da mutane a cikin aikin likita, ilimin likita yana rinjayar ka'idoji da dabi'u na mahalarta (marasa lafiya, iyalai, da dai sauransu) Wannan ko dai yana faruwa ne ta hanyar horo a bayyane a cikin ka'idojin likita, ko a ɓoye ta hanyar "kayan aiki" - ƙungiyar ka'idoje da dabi'un da ɗalibai ke haɗuwa da su a bayyane, amma ba a koyar da su ba.[38][39][40] Duk da yake darussan ka'idoji na yau da kullun abin da ake buƙata ne a makarantu kamar waɗanda LCME ta amince da su, gibin tsakanin waɗannan darussan da "ɓoyayyen darussan" a duk ilimin likita ana tasowa akai-akai a matsayin batutuwan da ke ba da gudummawa ga al'adun magani.[41][42][43]

Manufofin horar da ka'idojin kiwon lafiya shine ba likitocin damar gane batutuwan ka'idoji, yin tunani game da su ta hanyar ɗabi'a da doka yayin yin yanke shawara na asibiti, da kuma iya hulɗa don samun bayanan da ake buƙata don yin hakan.[44]

Tsarin karatun da aka ɓoye na iya haɗawa da amfani da halayen da ba na sana'a ba don yin aiki sosai ko kallon matsayi na ilimi kamar yadda ya fi mahimmanci fiye da mai haƙuri.[lower-alpha 1] [lower-alpha 2] A wasu cibiyoyin, kamar waɗanda ke da izinin LCME, ana iya ƙara buƙatar "ƙwarewa" a kan masu horo, tare da korafe-korafe game da ɗabi'a da aminci da ake lakafta su a matsayin marasa sana'a.[46][47][48][49]

Kwanan nan an nuna ɓoyayyen darussan a matsayin dalilin raguwar tausayi na ɗaliban likitanci yayin da suke ci gaba a duk makarantar likitanci.[50]

Haɗin kai tare da manufofin kiwon lafiya

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A matsayin masu sana'a na kiwon lafiya a fagen kiwon lafiya (watau ƙungiyoyi da ke da hannu a cikin tsarin kiwon lafiya kuma an shafa su ta hanyar sake fasalin), aikin magani (watau ganowa, magani, da saka idanu kan cututtuka) yana da tasiri kai tsaye ta hanyar canje-canje da ke gudana a cikin Manufofin kiwon lafiya na ƙasa da na gida da tattalin arziki.[51]

Akwai kira mai girma ga shirye-shiryen horar da masu sana'a na kiwon lafiya don ba wai kawai karɓar ingantaccen ilimin manufofin kiwon lafiya da horar da jagoranci ba, [52] [53] [54] amma don amfani da ruwan tabarau mai zurfi ga manufar koyarwa da aiwatar da manufofin kiwo ta hanyar daidaito na kiwon lafiya da bambancin zamantakewa wanda ya fi shafar kiwon lafiya leken lafiya da sakamakon haƙuri. [55] [56] Karin mace-mace da cututtukan cututtuka suna faruwa daga haihuwa zuwa shekaru 75, wanda aka danganta da kulawar likita (samun inshora, ingancin kulawa), halayyar mutum (smoking, abinci, motsa jiki, kwayoyi, halayyar haɗari), Abubuwan zamantakewa da tattalin arziki da yawan jama'a (talauci, rashin daidaito, bambancin launin fata, rarrabewa), da kuma yanayin jiki (gidaje, ilimi, sufuri, tsara birane). [56] Tsarin isar da kiwon lafiya na ƙasa yana nuna "ƙididdigar ƙimar, haƙuri, tsammanin, da al'adun al'ummomin da suke hidima", [52] kuma ƙwararrun likitoci suna tsaye a matsayi na musamman don rinjayar ra'ayi da manufofin marasa lafiya, masu kula da kiwon lafiyar, & masu tsara dokoki.[57][58]

Domin da gaske haɗa al'amuran manufofin kiwon lafiya a cikin likita da ilimin likitanci, horo ya kamata ya fara da wuri-wuri - daidai lokacin makarantar likitanci ko aikin koyarwa na farko - don gina "ilimin tushe da ƙwarewar nazari" ya ci gaba yayin zama kuma an ƙarfafa shi cikin aikin asibiti, kamar kowane babban fasaha ko ƙwarewa. Wannan majiyar ta ƙara ba da shawarar ɗaukar ƙayyadaddun tsarin tsarin tsarin kiwon lafiya na ƙasa don makarantun likitanci da mazaunin gida don gabatar da tushen tushe a cikin wannan yanki da ake buƙata, mai da hankali kan manyan fannoni guda huɗu na kiwon lafiya: (1) tsarin da ka'idoji (misali kuɗi; biyan kuɗi; samfuran gudanarwa; fasahar watsa bayanai; ma'aikatan likitoci), (2) inganci da aminci (misali ingancin haɓakawa) (misali ingancin ma'auni), ƙimar haƙuri, da daidaito. tattalin arziki na likita, yanke shawara na likita, tasirin kwatancen, bambance-bambancen lafiya), da (4) siyasa da doka (misali tarihi da sakamakon manyan dokoki; abubuwan da ba su da kyau, kurakuran likita, da rashin aiki).

Koyaya, iyakance aiwatar da waɗannan kwasa-kwasan manufofin kiwon lafiya sun haɗa da fahimtar ƙayyadaddun lokaci daga tsara rikice-rikice, buƙatar ƙungiyar malamai, da rashin bincike / kuɗi don tantance wane ƙirar manhaja zai fi dacewa da manufofin shirin.  An ga tsayin daka a cikin shirin gwaji guda ɗaya daga shugabannin shirye-shiryen waɗanda ba su ga mahimmancin kwas ɗin zaɓe ba kuma waɗanda ke da alaƙa da buƙatun horar da shirye-shirye iyakance ta hanyar tsara rikice-rikice da rashin isasshen lokacin ayyukan da ba na asibiti ba.  Amma ga ɗalibai a cikin binciken makarantar likitanci ɗaya, [4] waɗanda aka koyar da babbar manhaja mai ƙarfi (vs ƙananan ƙarfi) sun kasance "sau uku zuwa huɗu kamar yadda za su iya fahimtar kansu kamar yadda aka horar da su yadda ya kamata a cikin sassan tsarin kula da lafiya", kuma suna jin bai kawar da samun horo mafi talauci a wasu yankuna ba.  Bugu da ƙari, ɗaukar aiki da riƙe ɗimbin nau'ikan malamai da manufofi ko ƙwararrun tattalin arziƙi tare da isassun ilimi da horarwa na iya iyakancewa a shirye-shiryen tushen al'umma ko makarantu ba tare da manufofin kiwon lafiya ko sassan kiwon lafiyar jama'a ko shirye-shiryen digiri ba.  Magani na iya haɗawa da samun kwasa-kwasan kan layi, tafiye-tafiye na kan layi zuwa babban gida ko tushe na kiwon lafiya, ko sadaukar da kai, amma waɗannan suna da ma'amala, farashi, da ƙarancin lokaci kuma.  Duk da waɗannan iyakoki, shirye-shirye da yawa a duka makarantun likitanci da horar da zama sun kasance majagaba..[55][59][60][61]

A ƙarshe, za a buƙaci ƙarin tallafi da bincike na ƙasa don ba kawai kafa waɗannan shirye-shiryen ba amma don kimanta yadda za a daidaita da kuma kirkiro tsarin karatun ta hanyar da ta dace da sauya yanayin kiwon lafiya da yanayin manufofi. A Amurka, wannan zai haɗa da daidaitawa tare da ACGME (Kwamitin Gudanarwa don Ilimin Likita na Graduate), NPO mai zaman kansa wanda ke tsara ƙa'idodin ilimi da horo [62] don mazaunan Amurka da zumunci waɗanda ke ƙayyade kuɗi da ikon aiki.

Ilimin likita a matsayin filin koyarwa

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Ilimin likitanci kuma shine fannin koyar da likitoci a kowane mataki, yin amfani da ka'idojin koyarwa a cikin yanayin kiwon lafiya, tare da mujallu na kansa, kamar Ilimin Kiwon Lafiya. Masu bincike da masu aiki a wannan fagen yawanci likitoci ne ko malamai. tsarin karatun likita ya bambanta tsakanin makarantun likita, kuma suna ci gaba da canzawa don amsa buƙatar ɗaliban likita, da kuma albarkatun da ke akwai. An rubuta makarantun kiwon lafiya don amfani da nau'o'i daban-daban na ilmantarwa na matsala, ilmantarwa ta ƙungiya, da kwaikwayon.[63][64][65][66] Kwamitin Hulɗa kan Ilimi na Kiwon Lafiya (LCME) yana buga ƙa'idodin ƙa'idodi game da burin ilimin kiwon lafiya, gami da ƙirar tsarin karatu, aiwatarwa, da kimantawa.[9]

Horar da Air National Guard Base a cikin kwaikwayon likita

Ana amfani da jarrabawar asibiti da aka tsara (OSCEs) a ko'ina a matsayin hanyar tantance ƙwarewar asibiti na ɗaliban kimiyyar kiwon lafiya a cikin yanayin sarrafawa.[67][68] Kodayake ana amfani da su a cikin shirye-shiryen ilimin likita a duk faɗin duniya, hanyar kimantawa na iya bambanta tsakanin shirye-shirye kuma ta haka ne aka yi ƙoƙari don daidaita kimantawa.[69][70]

Gidan gwaje-gwaje na gawa

[gyara sashe | gyara masomin]
Dalibin likita ya bayyana alamun jikin mutum da aka ba da gudummawa.

Makarantu na kiwon lafiya da shirye-shiryen zama na tiyata na iya amfani da gawawwakin don gano jikin mutum, nazarin cututtuka, aiwatar da hanyoyin, daidaita binciken radiology, da kuma gano abubuwan da ke haifar da mutuwa.[71][72][73][74][75] Tare da hadewar fasaha, an yi muhawara game da rarraba gawawwakin gargajiya game da tasirinsa a ilimin likita, amma ya kasance babban bangare na tsarin karatun likita a duniya.[71][75] Darussan koyarwa a cikin dissection na gawa ana bayar da su ne ta hanyar ƙwararrun likitoci, masana kimiyya, da likitoci tare da asali a cikin batun.[71]

Tsarin karatun likita da mujallu na ilimin likita na shaida

[gyara sashe | gyara masomin]

Tsarin karatun likita ya bambanta sosai tsakanin makarantun likita da shirye-shiryen zama, amma gabaɗaya suna bin tsarin ilimin likita na tushen shaida (EBME). [76] Wadannan hanyoyin da suka danganci shaidar an buga su a cikin mujallu na kiwon lafiya. Jerin mujallu na ilimin likitanci da aka sake dubawa sun hada da, amma ba a iyakance su ba:

  • Magungunan ilimi
  • Ilimin Kiwon Lafiya
  • Ci gaba a Ilimin Kimiyya na Lafiya
  • Malamin Likita

Jaridu na ilimin likitanci masu budewa:

  • Ra'ayoyi game da Ilimin Kiwon Lafiya
  • Ilimin Kiwon Lafiya na BMC
  • Matsayi na tsakiya[77]
  • Jaridar Ilimi da Ci gaban Darussan
  • Magana ta hanyar
  • MediUnite da MediUnite Journal

Ilimin Likita na Digiri da Ci gaba da Ilimin Likitoci sun mayar da hankali ga mujallu:

  • Jaridar Ci gaba da Ilimi a cikin Ayyukan Lafiya
  • Jaridar Ilimin Likita
  1. ↑ Flores-Mateo G, Argimon JM (July 2007). "Evidence based practice in postgraduate healthcare education: a systematic review". BMC Health Services Research. 7. doi:10.1186/1472-6963-7-119. PMC 1995214. PMID 17655743.
  2. ↑ Harden RM, Grant J, Buckley G, Hart IR (1999-01-01). "BEME Guide No. 1: Best Evidence Medical Education". Medical Teacher. 21 (6): 553–62. doi:10.1080/01421599978960. PMID 21281174. S2CID 7233599.
  3. ↑ Daniels VJ, Pugh D (December 2018). "Twelve tips for developing an OSCE that measures what you want". Medical Teacher. 40 (12): 1208–1213. doi:10.1080/0142159X.2017.1390214. PMID 29069965. S2CID 44971925.
  4. ↑ Newton PM, Najabat-Lattif HF, Santiago G, Salvi A (2021). "The Learning Styles Neuromyth Is Still Thriving in Medical Education". Frontiers in Human Neuroscience. 15: 708540. doi:10.3389/fnhum.2021.708540. PMC 8385406 Check |pmc= value (help). PMID 34456698 Check |pmid= value (help).
  5. ↑ Wilkinson TJ, Wade WB, Knock LD (May 2009). "A blueprint to assess professionalism: results of a systematic review". Academic Medicine. 84 (5): 551–8. doi:10.1097/ACM.0b013e31819fbaa2. PMID 19704185. S2CID 44915975.
  6. ↑ Masters K (January 2020). "Edgar Dale's Pyramid of Learning in medical education: Further expansion of the myth". Medical Education. 54 (1): 22–32. doi:10.1111/medu.13813. PMID 31576610. S2CID 203640807.
  7. ↑ "Health Systems Science - 9780323694629". US Elsevier Health (in Turanci). Retrieved 2024-05-13.
  8. ↑ Dyrbye LN, Thomas MR, Natt N, Rohren CH (August 2007). "Prolonged delays for research training in medical school are associated with poorer subsequent clinical knowledge". Journal of General Internal Medicine. 22 (8): 1101–6. doi:10.1007/s11606-007-0200-x. PMC 2305740. PMID 17492473.
  9. ↑ 9.0 9.1 "Standards, Publications, & Notification Forms". LCME. March 31, 2020. Retrieved April 17, 2020. Cite error: Invalid <ref> tag; name ":5" defined multiple times with different content
  10. ↑ 10.0 10.1 10.2 "Core Entrustable Professional Activities for Entering Residency" (PDF). 2017. Retrieved 29 April 2020.
  11. ↑ 11.0 11.1 11.2 Ten Cate O (March 2013). "Nuts and bolts of entrustable professional activities". Journal of Graduate Medical Education. 5 (1): 157–8. doi:10.4300/JGME-D-12-00380.1. PMC 3613304. PMID 24404246.
  12. ↑ 12.0 12.1 12.2 Cate OT (March 2018). "A primer on entrustable professional activities". Korean Journal of Medical Education. 30 (1): 1–10. doi:10.3946/kjme.2018.76. PMC 5840559. PMID 29510603.
  13. ↑ Tekian A, Artino AR (September 2013). "AM last page: master's degree in health professions education programs". Academic Medicine. 88 (9): 1399. doi:10.1097/ACM.0b013e31829decf6. PMID 23982511.
  14. ↑ Tekian A, Artino AR (September 2014). "AM last page. Overview of doctoral programs in health professions education". Academic Medicine. 89 (9): 1309. doi:10.1097/ACM.0000000000000421. PMID 25006714.
  15. ↑ Ahmed K, Ashrafian H, Hanna GB, Darzi A, Athanasiou T (October 2009). "Assessment of specialists in cardiovascular practice". Nature Reviews. Cardiology. 6 (10): 659–67. doi:10.1038/nrcardio.2009.155. PMID 19724254. S2CID 21452983.
  16. ↑ Cervero RM, Artino AR, Daley BJ, Durning SJ (2017). "Health Professions Education Graduate Programs Are a Pathway to Strengthening Continuing Professional Development". The Journal of Continuing Education in the Health Professions. 37 (2): 147–151. doi:10.1097/CEH.0000000000000155. PMID 28562504. S2CID 13954832.
  17. ↑ Artino AR, Cervero RM, DeZee KJ, Holmboe E, Durning SJ (April 2018). "Graduate Programs in Health Professions Education: Preparing Academic Leaders for Future Challenges". Journal of Graduate Medical Education. 10 (2): 119–122. doi:10.4300/JGME-D-18-00082.1. PMC 5901787. PMID 29686748.
  18. ↑ Ellaway R, Masters K (June 2008). "AMEE Guide 32: e-Learning in medical education Part 1: Learning, teaching and assessment". Medical Teacher. 30 (5): 455–73. CiteSeerX 10.1.1.475.1660. doi:10.1080/01421590802108331. PMID 18576185. S2CID 13793264.
  19. ↑ Masters K, Ellaway R (June 2008). "e-Learning in medical education Guide 32 Part 2: Technology, management and design". Medical Teacher. 30 (5): 474–89. doi:10.1080/01421590802108349. PMID 18576186. S2CID 43473920.
  20. ↑ Evans KH, Thompson AC, O'Brien C, Bryant M, Basaviah P, Prober C, Popat RA (May 2016). "An Innovative Blended Preclinical Curriculum in Clinical Epidemiology and Biostatistics: Impact on Student Satisfaction and Performance". Academic Medicine. 91 (5): 696–700. doi:10.1097/ACM.0000000000001085. PMID 26796089.
  21. ↑ Villatoro T, Lackritz K, Chan JS (2019-01-01). "Case-Based Asynchronous Interactive Modules in Undergraduate Medical Education". Academic Pathology. 6. doi:10.1177/2374289519884715. PMC 6823976. PMID 31700991.
  22. ↑ Tang B, Coret A, Qureshi A, Barron H, Ayala AP, Law M (April 2018). "Online Lectures in Undergraduate Medical Education: Scoping Review". JMIR Medical Education. 4 (1): e11. doi:10.2196/mededu.9091. PMC 5915670. PMID 29636322.
  23. ↑ Birt J, Stromberga Z, Cowling M, Moro C (2018-01-31). "Mobile Mixed Reality for Experiential Learning and Simulation in Medical and Health Sciences Education". Information (in Turanci). 9 (2): 31. doi:10.3390/info9020031. ISSN 2078-2489.
  24. ↑ Moro C, Stromberga Z (December 2020). "Enhancing variety through gamified, interactive learning experiences". Medical Education. 54 (12): 1180–1181. doi:10.1111/medu.14251. PMID 32438478.
  25. ↑ "Minnesota Virtual Clinic Medical Education Software". Regents of the University of Minnesota. Archived from the original on 2012-03-24. Retrieved 2011-09-13.
  26. ↑ Cook DA, Hatala R, Brydges R, Zendejas B, Szostek JH, Wang AT, et al. (September 2011). "Technology-enhanced simulation for health professions education: a systematic review and meta-analysis". JAMA. 306 (9): 978–88. doi:10.1001/jama.2011.1234. PMID 21900138.
  27. ↑ Jordan J, Jalali A, Clarke S, Dyne P, Spector T, Coates W (August 2013). "Asynchronous vs didactic education: it's too early to throw in the towel on tradition". BMC Medical Education. 13 (1). doi:10.1186/1472-6920-13-105. PMC 3750828. PMID 23927420.
  28. ↑ Wray A, Bennett K, Boysen-Osborn M, Wiechmann W, Toohey S (2017-12-11). "Efficacy of an asynchronous electronic curriculum in emergency medicine education in the United States". Journal of Educational Evaluation for Health Professions. 14: 29. doi:10.3352/jeehp.2017.14.29. PMC 5801323. PMID 29237247.
  29. ↑ Moro C, Štromberga Z, Raikos A, Stirling A (November 2017). "The effectiveness of virtual and augmented reality in health sciences and medical anatomy". Anatomical Sciences Education. 10 (6): 549–559. doi:10.1002/ase.1696. PMID 28419750. S2CID 25961448.
  30. ↑ Moro C, Štromberga Z, Stirling A (2017-11-29). "Virtualisation devices for student learning: Comparison between desktop-based (Oculus Rift) and mobile-based (Gear VR) virtual reality in medical and health science education". Australasian Journal of Educational Technology. 33 (6). doi:10.14742/ajet.3840. ISSN 1449-5554.
  31. ↑ Kononowicz AA, Woodham LA, Edelbring S, Stathakarou N, Davies D, Saxena N, et al. (July 2019). "Virtual Patient Simulations in Health Professions Education: Systematic Review and Meta-Analysis by the Digital Health Education Collaboration". Journal of Medical Internet Research. 21 (7): e14676. doi:10.2196/14676. PMC 6632099. PMID 31267981.
  32. ↑ Kovacevic P, Dragic S, Kovacevic T, Momcicevic D, Festic E, Kashyap R, et al. (June 2019). "Impact of weekly case-based tele-education on quality of care in a limited resource medical intensive care unit". Critical Care. 23 (1). doi:10.1186/s13054-019-2494-6. PMC 6567671. PMID 31200761.
  33. ↑ van Houwelingen CT, Moerman AH, Ettema RG, Kort HS, Ten Cate O (April 2016). "Competencies required for nursing telehealth activities: A Delphi-study". Nurse Education Today. 39: 50–62. doi:10.1016/j.nedt.2015.12.025. PMID 27006033.
  34. ↑ "Editorial". Indigenous Law Bulletin. 7 (16). January–February 2010. doi:10.1163/2210-7975_hrd-1758-0046.
  35. ↑ Cantone RE, Palmer R, Dodson LG, Biagioli FE (December 2019). "Insomnia Telemedicine OSCE (TeleOSCE): A Simulated Standardized Patient Video-Visit Case for Clerkship Students". MedEdPORTAL. 15 (1): 10867. doi:10.15766/mep_2374-8265.10867. PMC 7012306. PMID 32051850.
  36. ↑ Shortridge A, Steinheider B, Ciro C, Randall K, Costner-Lark A, Loving G (June 2016). "Simulating Interprofessional Geriatric Patient Care Using Telehealth: A Team-Based Learning Activity". MedEdPORTAL. 12 (1): 10415. doi:10.15766/mep_2374-8265.10415. PMC 6464453. PMID 31008195.
  37. ↑ "Pathways through specialty medical training" (in Turanci). Royal Australasian College of Surgeons (RACS). Retrieved 2018-10-26.
  38. ↑ "Navigating the hidden curriculum in medical school". AAMC (in Turanci). Retrieved 2023-09-24.
  39. ↑ Sarikhani Y, Shojaei P, Rafiee M, Delavari S (June 2020). "Analyzing the interaction of main components of hidden curriculum in medical education using interpretive structural modeling method". BMC Medical Education. 20 (1). doi:10.1186/s12909-020-02094-5. PMC 7269001. PMID 32487128.
  40. ↑ Lempp H, Seale C (October 2004). "The hidden curriculum in undergraduate medical education: qualitative study of medical students' perceptions of teaching". BMJ. 329 (7469): 770–773. doi:10.1136/bmj.329.7469.770. PMC 520997. PMID 15459051.
  41. ↑ Hafler JP, Ownby AR, Thompson BM, Fasser CE, Grigsby K, Haidet P, et al. (April 2011). "Decoding the learning environment of medical education: a hidden curriculum perspective for faculty development". Academic Medicine. 86 (4): 440–444. doi:10.1097/ACM.0b013e31820df8e2. PMID 21346498.
  42. ↑ Azmand S, Ebrahimi S, Iman M, Asemani O (2018). "Learning professionalism through hidden curriculum: Iranian medical students' perspective". Journal of Medical Ethics and History of Medicine. 11: 10. PMC 6642446. PMID 31346387.
  43. ↑ Safari Y, Khatony A, Khodamoradi E, Rezaei M (2020). "The role of hidden curriculum in the formation of professional ethics in Iranian medical students: A qualitative study". Journal of Education and Health Promotion. 9: 180. doi:10.4103/jehp.jehp_172_20. PMC 7482700. PMID 32953908.
  44. ↑ "Standards, Publications, & Notification Forms". LCME (in Turanci). Retrieved 2023-09-24.
  45. ↑ 45.0 45.1 Brainard AH, Brislen HC (November 2007). "Viewpoint: learning professionalism: a view from the trenches". Academic Medicine. Ovid Technologies (Wolters Kluwer Health). 82 (11): 1010–1014. doi:10.1097/01.acm.0000285343.95826.94. PMID 17971682.
  46. ↑ DeLoughery EP (May 2018). "Professionalism Framings Across Medical Schools". Journal of General Internal Medicine. 33 (5): 610–611. doi:10.1007/s11606-018-4314-0. PMC 5910349. PMID 29435728.
  47. ↑ Corcimaru A, Morrell MC, Morrell DS (April 2018). "Do looks matter? The role of the Electronic Residency Application Service photograph in dermatology residency selection". Dermatology Online Journal. 24 (4): 13030/qt5qc988jz. doi:10.5070/D3244039354. PMID 29906000.
  48. ↑ Ross DA, Boatright D, Nunez-Smith M, Jordan A, Chekroud A, Moore EZ (2017). "Differences in words used to describe racial and gender groups in Medical Student Performance Evaluations". PLOS ONE. 12 (8): e0181659. Bibcode:2017PLoSO..1281659R. doi:10.1371/journal.pone.0181659. PMC 5549898. PMID 28792940.
  49. ↑ Cerdeña JP, Asabor EN, Rendell S, Okolo T, Lett E (2022). "Resculpting Professionalism for Equity and Accountability". Annals of Family Medicine. 20 (6): 573–577. doi:10.1370/afm.2892. PMC 9705046 Check |pmc= value (help). PMID 36443090 Check |pmid= value (help).
  50. ↑ Howick J, Dudko M, Feng SN, Ahmed A, Alluri N, Nockels K, Winter R, Holland R (April 2023). "Why might medical student empathy change throughout medical school? a systematic review and thematic synthesis of qualitative studies". BMC Medical Education. 23 (270). doi:10.1186/s12909-023-04165-9. PMC 10124056 Check |pmc= value (help). PMID 37088814 Check |pmid= value (help).
  51. ↑ Steinberg ML (July 2008). "Introduction: health policy and health care economics observed". Seminars in Radiation Oncology. 18 (3): 149–51. doi:10.1016/j.semradonc.2008.01.001. PMID 18513623.
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  53. ↑ Gee RE, Lockwood CJ (January 2013). "Medical education and health policy: what is important for me to know, how do I learn it, and what are the gaps?". Obstetrics and Gynecology. 121 (1): 9–13. doi:10.1097/AOG.0b013e31827a099d. PMID 23262923. S2CID 35826385.
  54. ↑ Patel MS, Davis MM, Lypson ML (February 2011). "Advancing medical education by teaching health policy". The New England Journal of Medicine. 364 (8): 695–7. doi:10.1056/NEJMp1009202. PMID 21345098.
  55. ↑ 55.0 55.1 Heiman HJ, Smith LL, McKool M, Mitchell DN, Roth Bayer C (December 2015). "Health Policy Training: A Review of the Literature". International Journal of Environmental Research and Public Health. 13 (1): ijerph13010020. doi:10.3390/ijerph13010020. PMC 4730411. PMID 26703657.
  56. ↑ 56.0 56.1 Avendano M, Kawachi I (2014-01-01). "Why do Americans have shorter life expectancy and worse health than do people in other high-income countries?". Annual Review of Public Health. 35: 307–25. doi:10.1146/annurev-publhealth-032013-182411. PMC 4112220. PMID 24422560.
  57. ↑ Williams TR (July 2008). "A cultural and global perspective of United States health care economics". Seminars in Radiation Oncology. 18 (3): 175–85. doi:10.1016/j.semradonc.2008.01.005. PMID 18513627.
  58. ↑ Beyer DC, Mohideen N (July 2008). "The role of physicians and medical organizations in the development, analysis, and implementation of health care policy". Seminars in Radiation Oncology. 18 (3): 186–93. doi:10.1016/j.semradonc.2008.01.006. PMID 18513628.
  59. ↑ Greysen SR, Wassermann T, Payne P, Mullan F (December 2009). "Teaching health policy to residents--three-year experience with a multi-specialty curriculum". Journal of General Internal Medicine. 24 (12): 1322–6. doi:10.1007/s11606-009-1143-1. PMC 2787946. PMID 19862580.
  60. ↑ Catalanotti J, Popiel D, Johansson P, Talib Z (December 2013). "A pilot curriculum to integrate community health into internal medicine residency training". Journal of Graduate Medical Education (in Turanci). 5 (4): 674–7. doi:10.4300/jgme-d-12-00354.1. PMC 3886472. PMID 24455022.
  61. ↑ Shah SH, Clark MD, Hu K, Shoener JA, Fogel J, Kling WC, Ronayne J (October 2017). "Systems-Based Training in Graduate Medical Education for Service Learning in the State Legislature in the United States: Pilot Study". JMIR Medical Education. 3 (2): e18. doi:10.2196/mededu.7730. PMC 5663953. PMID 29042343.
  62. ↑ "ACGME Core Competencies". The Accreditation Council for Graduate Medical Education. The Educational Commission for Foreign Medical Graduates. July 5, 2012. Archived from the original on July 28, 2012. Retrieved December 13, 2016.
  63. ↑ Yew EH, Goh K (2016-12-01). "Problem-Based Learning: An Overview of its Process and Impact on Learning". Health Professions Education. 2 (2): 75–79. doi:10.1016/j.hpe.2016.01.004.
  64. ↑ Burgess A, Haq I, Bleasel J, Roberts C, Garsia R, Randal N, Mellis C (October 2019). "Team-based learning (TBL): a community of practice". BMC Medical Education. 19 (1). doi:10.1186/s12909-019-1795-4. PMC 6792232. PMID 31615507.
  65. ↑ Scalese RJ, Obeso VT, Issenberg SB (January 2008). "Simulation technology for skills training and competency assessment in medical education". Journal of General Internal Medicine. 23 (1): 46–9. doi:10.1007/s11606-007-0283-4. PMC 2150630. PMID 18095044.
  66. ↑ Kilkie S, Harris P (2019-11-01). "P25 Using simulation to assess the effectiveness of undergraduate education". BMJ Simulation and Technology Enhanced Learning. 5 (Suppl 2): A70.2–A71. doi:10.1136/bmjstel-2019-aspihconf.130 (inactive 12 July 2025).CS1 maint: DOI inactive as of ga Yuli, 2025 (link)
  67. ↑ Majumder MA, Kumar A, Krishnamurthy K, Ojeh N, Adams OP, Sa B (2019-06-05). "An evaluative study of objective structured clinical examination (OSCE): students and examiners perspectives". Advances in Medical Education and Practice (in Turanci). 10: 387–397. doi:10.2147/amep.s197275. PMC 6556562. PMID 31239801.
  68. ↑ Onwudiegwu U (2018). "Osce: Design, Development and Deployment". Journal of the West African College of Surgeons. 8 (1): 1–22. PMC 6398515. PMID 30899701.
  69. ↑ Cömert M, Zill JM, Christalle E, Dirmaier J, Härter M, Scholl I (2016-03-31). "Assessing Communication Skills of Medical Students in Objective Structured Clinical Examinations (OSCE)--A Systematic Review of Rating Scales". PLOS ONE. 11 (3): e0152717. Bibcode:2016PLoSO..1152717C. doi:10.1371/journal.pone.0152717. PMC 4816391. PMID 27031506.
  70. ↑ Yazbeck Karam V, Park YS, Tekian A, Youssef N (December 2018). "Evaluating the validity evidence of an OSCE: results from a new medical school". BMC Medical Education. 18 (1). doi:10.1186/s12909-018-1421-x. PMC 6302424. PMID 30572876.
  71. ↑ 71.0 71.1 71.2 Memon I (2018). "Cadaver Dissection Is Obsolete in Medical Training! A Misinterpreted Notion". Medical Principles and Practice. 27 (3): 201–210. doi:10.1159/000488320. PMC 6062726. PMID 29529601.
  72. ↑ Tabas JA, Rosenson J, Price DD, Rohde D, Baird CH, Dhillon N (August 2005). "A comprehensive, unembalmed cadaver-based course in advanced emergency procedures for medical students". Academic Emergency Medicine. 12 (8): 782–5. doi:10.1197/j.aem.2005.04.004. PMID 16079434.
  73. ↑ Pais D, Casal D, Mascarenhas-Lemos L, Barata P, Moxham BJ, Goyri-O'Neill J (March 2017). "Outcomes and satisfaction of two optional cadaveric dissection courses: A 3-year prospective study" (PDF). Anatomical Sciences Education. 10 (2): 127–136. doi:10.1002/ase.1638. PMID 27483443. S2CID 24795098. |hdl-access= requires |hdl= (help)
  74. ↑ Tavares MA, Dinis-Machado J, Silva MC (1 May 2000). "Computer-based sessions in radiological anatomy: one year's experience in clinical anatomy". Surgical and Radiologic Anatomy. 22 (1): 29–34. doi:10.1007/s00276-000-0029-z. PMID 10863744. S2CID 24564960.
  75. ↑ 75.0 75.1 Korf HW, Wicht H, Snipes RL, Timmermans JP, Paulsen F, Rune G, Baumgart-Vogt E (1 February 2008). "The dissection course - necessary and indispensable for teaching anatomy to medical students". Annals of Anatomy - Anatomischer Anzeiger. 190 (1): 16–22. doi:10.1016/j.aanat.2007.10.001. PMID 18342138.
  76. ↑ Harden RM, Grant J, Buckley G, Hart IR (1 January 1999). "BEME Guide No. 1: Best Evidence Medical Education". Medical Teacher. 21 (6): 553–62. doi:10.1080/01421599978960. PMID 21281174. S2CID 7233599.
  77. ↑ "MedEDPORTAL Author Handbook" (PDF). Association of American Medical Colleges (AAMC). 2009. pp. 2–4. Archived from the original (PDF) on 2020-08-03. Retrieved 2020-04-30.


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