10年間のカリキュラム改革から学んだ教訓
Jacqueline Sivahop1,2,3, Kirsten Broadfoot1,2,3, Jonathan Bowser1,2,3
1Jacqueline Sivahop, EdD, MS, PA-C, is an associate professor of Pediatrics, Child Health Associate/Physician Assistant Program, at University of Colorado Anschutz Medical Campus, Aurora, Colorado.
まとめ
医師助手/助手 (PA) 教育の教員は,学習者中心の価値観と経験を育み,文化として見ることによってカリキュラムのデザインを改善することができます. これは
科学分野:
- 医学教育
- カリキュラムのデザイン
- 医療専門職教育
背景:
- 医療助手・助手 (PA) プログラムは米国で著しく増加しています.
- カリキュラム開発はPAの教育者にとって優先事項です.
- 伝統的なカリキュラムの更新は 稀薄化とドリフトを招きます
研究 の 目的:
- PA教育における文化的再構築のプロセスとしてカリキュラムのデザインを探求する.
- PAプログラムでカリキュラム文化のアプローチを実装した10年を振り返る
- このカリキュラムの変革から得た教訓を 特定するためです
主な方法:
- 10年間のカリキュラムの再編について 定性的な思考
- "カリキュラム文化"のアプローチの実施
- 圧力,交差点,再関与の機会の分析
主要な成果:
- カリキュラム文化のアプローチは 学習環境に価値観を埋め込むものです
- プログラムの中で重要な文化的変化が観察されました.
- 大量の時間投入と一貫したコミュニケーションが不可欠でした.
結論:
- PAのカリキュラムを文化として見ると 意味のある変化が容易になります
- コミュニケーションとインボーディングに 取り組む必要があります
- このアプローチは,漸進的なカリキュラムの調整に対する戦略的な代替案です.
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