Background The Registrar Clinical Encounters in Training(ReCEnT)project is an Australian general practice vocational training programme with integrated and interdependent education and research functions.Trainees(regi...Background The Registrar Clinical Encounters in Training(ReCEnT)project is an Australian general practice vocational training programme with integrated and interdependent education and research functions.Trainees(registrars)contemporaneously document in-consultation clinical experience and actions.Objectives Using a realist lens,we elucidate the mechanisms underpinning project outcomes to answer questions around programme effectiveness,impacts,sustainability and the lessons and findings that are translatable to other primary care training programmes.Methods The context,input,process and product framework was used.As a means to understand the interactions between each of the interdependent components,it allows for inferences regarding causal mechanisms for specific outcomes.Results Context:ReCEnT occurs within an apprenticeship-like model of general practice vocational training entailing a central supervisor/apprentice relationship.ReCEnT has demystified the content and characteristics of registrar consultations.Input:multiple stakeholder involvement is both advantageous and a logistical challenge,with the programme’s success dependent on registrars,practices and training providers providing detailed and accurate data,with prompt subsequent processing.Process:contemporaneous consultation data collection in different stages of training constitutes a component of registrars’programmatic assessment.Product:individualised feedback provides educational benefit through reflection.Clinical and educational research questions can be addressed with resulting research translation feeding back into the programme model and government policy.Clinical behaviour change is also evaluated.Conclusion ReCEnT is unique,globally,in its scope and longevity(2010–present).Creation of meaningful,individualised feedback facilitates reflection and provides both immediate educational benefits and the substrate for further research,programme and policy design and targeted formal teaching and learning.展开更多
This study takes the virtual business society environment(VBSE)practical training course as a case study and applies the theoretical framework of the context,input,process,product(CIPP)model to construct an evaluation...This study takes the virtual business society environment(VBSE)practical training course as a case study and applies the theoretical framework of the context,input,process,product(CIPP)model to construct an evaluation indicator system for the application of civic and politics in professional practice courses.The context evaluation is measured from the support of the VBSE practical training course into course civic and politics,teachers’cognition,and the integration of course objectives;the input evaluation is measured from the matching degree of teachers’civic and political competence,and the matching degree of teaching resources;the process evaluation is measured from the degree of implementation of civic and politics teaching and the degree of students’acceptance;and the product evaluation is measured from the degree of impact of civic and politics teaching.展开更多
文摘Background The Registrar Clinical Encounters in Training(ReCEnT)project is an Australian general practice vocational training programme with integrated and interdependent education and research functions.Trainees(registrars)contemporaneously document in-consultation clinical experience and actions.Objectives Using a realist lens,we elucidate the mechanisms underpinning project outcomes to answer questions around programme effectiveness,impacts,sustainability and the lessons and findings that are translatable to other primary care training programmes.Methods The context,input,process and product framework was used.As a means to understand the interactions between each of the interdependent components,it allows for inferences regarding causal mechanisms for specific outcomes.Results Context:ReCEnT occurs within an apprenticeship-like model of general practice vocational training entailing a central supervisor/apprentice relationship.ReCEnT has demystified the content and characteristics of registrar consultations.Input:multiple stakeholder involvement is both advantageous and a logistical challenge,with the programme’s success dependent on registrars,practices and training providers providing detailed and accurate data,with prompt subsequent processing.Process:contemporaneous consultation data collection in different stages of training constitutes a component of registrars’programmatic assessment.Product:individualised feedback provides educational benefit through reflection.Clinical and educational research questions can be addressed with resulting research translation feeding back into the programme model and government policy.Clinical behaviour change is also evaluated.Conclusion ReCEnT is unique,globally,in its scope and longevity(2010–present).Creation of meaningful,individualised feedback facilitates reflection and provides both immediate educational benefits and the substrate for further research,programme and policy design and targeted formal teaching and learning.
基金2022 Southwest Forestry University Educational Science Research Project:Surface Project Grant(Project number:YB202227)Grant No.42 of 2024 Curriculum Civics Construction(Teaching Research Project)of Southwest Forestry University。
文摘This study takes the virtual business society environment(VBSE)practical training course as a case study and applies the theoretical framework of the context,input,process,product(CIPP)model to construct an evaluation indicator system for the application of civic and politics in professional practice courses.The context evaluation is measured from the support of the VBSE practical training course into course civic and politics,teachers’cognition,and the integration of course objectives;the input evaluation is measured from the matching degree of teachers’civic and political competence,and the matching degree of teaching resources;the process evaluation is measured from the degree of implementation of civic and politics teaching and the degree of students’acceptance;and the product evaluation is measured from the degree of impact of civic and politics teaching.
