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Visualizing Visual Adaptation
Published on: April 24, 2017
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模拟课程适应的正式过程中的文化考虑:一个范围审查
Matthew D Charnetski1, Maryam Asoodar, Hao Yu
1From the Maastricht University, Maastricht Netherlands Dartmouth Health, Lebanon, NH (M.D.C.); and Maastricht University, Maastricht Netherlands (M.A., H.Y., W.V.M.).
概括
跨境医疗保健教育伙伴关系面临着由于文化差异而调整课程的挑战. 这次审查发现,在这些全球合作中,文化考虑对于模拟课程设计至关重要.
科学领域:
- 健康 专业 教育 卫生 专业 教育
- 全球卫生教育全球卫生教育
- 课程开发 课程开发
背景情况:
- 越来越多的医疗行业跨境课程伙伴关系正在增加.
- 跨境转移课程带来了独特的挑战,特别是影响合作的文化差异.
- 医疗模拟教育需要上下文和忠实性,突出课程转移的差距.
研究的目的:
- 进行对模拟课程设计和在跨境环境中的适应进行范围的文献审查.
- 确定跨境合作伙伴关系中的基于模拟的教育中文化元素的考虑程度.
- 在跨境医疗保健教育中解决文化考虑方面的差距.
主要方法:
- 对最近发表的文章进行了范围文献审查.
- 专注于模拟课程设计或适应跨境环境的文章.
- 选择了19项研究进行全文审查,这些研究代表了全球多个不同地区.
主要成果:
- 从审查的研究中确定了八种课程适应类别.
- 这些类别与Campinha-Bacote文化能力模型中的五个主题以及一个额外的主题完全重叠.
- 文化考虑被发现是模拟课程适应跨境合作伙伴关系的组成部分.
结论:
- 文化因素对模拟课程在跨境医疗保健教育伙伴关系中的适应有重大影响.
- 虽然文化的作用是显而易见的,但需要进一步的研究来准确地定义这种关系.
- 在全球合作中,解决文化因素对于基于模拟的教育是非常重要的.
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