PERCEPTION OF THE ASSESSMENT COMMITTEE ON THE STANDARD SETTING IN MEDICAL EDUCATION

This study explores the implementation of standard setting in medical education assessments at the Defence Services Medical Academy (DSMA) in Myanmar, focusing on the perspectives of DSMA's Assessment Committee members. Adopting an outcome-based, integrated curriculum since 2017, DSMA aims to produce scholarly physicians but faces challenges in implementing standard assessment settings. The research employs a mixed methods approach, with a quantitative phase involving questionnaires to all 36 committee members and a qualitative phase consisting of in-depth interviews with eight selected members. Findings indicate recognition of standard setting's benefits, such as enhanced educational quality and alignment with accreditation standards, but also concerns over increased workload and resistance to change. The study concludes that while the potential benefits of standard setting are acknowledged, targeted interventions are needed to address concerns, improve understanding, and support successful implementation. These should focus on increasing awareness, fostering collaboration, and providing necessary resources and training to overcome challenges and optimize standard-setting advantages in medical education.

本研究探讨缅甸国防服务医学院（Defence Services Medical Academy, DSMA）医学教育评估中的标准设定实践，聚焦该校评估委员会成员的视角。该校自2017年起推行基于成果的整合式课程体系，旨在培养学术型医师，但在落实标准化评估设定工作时面临诸多挑战。本研究采用混合研究方法，量化研究阶段面向全部36名评估委员会成员发放问卷，质性研究阶段则对遴选出的8名成员开展深度访谈。研究结果表明，评估委员会成员既认可标准设定的诸多益处，例如提升教育质量、契合认证标准，但同时也担忧其会增加工作负荷，并对变革存在抵触情绪。本研究得出结论：尽管学界已认可标准设定的潜在价值，但仍需采取针对性干预措施，以化解相关顾虑、提升认知水平并保障其顺利落地实施。这些干预措施应聚焦于提升认知、促进协作，并提供必要的资源与培训，以克服实施障碍，最大化发挥标准设定在医学教育中的优势。