从传统到综合模块化课程转型中的挑战尺寸 - 巴基斯坦的经验
Sajid Aziz1, Gohar Wajid2, Rehan Ahmed Khan3
1Sajid Aziz, MBBS, FCPS, MME Nawaz Sharif Medical College, Gujrat, Pakistan.
Pakistan journal of medical sciences
|November 8, 2023
概括
在巴基斯坦实施综合模块化课程 (IMC) 面临着跨发展,实施和机构背景的重大教师挑战. 解决这些问题对于医学教育课程转型的成功至关重要.
科学领域:
- 医学教育 医学教育
- 课程开发 课程开发
- 定性研究是指质量研究.
背景情况:
- 关于在巴基斯坦实施综合模块化课程 (IMC) 的证据有限.
- 课程转型需要理解教师的经验.
研究的目的:
- 探索教师在综合模块化课程实施过程中面临的挑战.
- 提供对巴基斯坦医学院课程转型过程的见解.
主要方法:
- 在2019-2020年进行的探索性定性研究.
- 与拉合尔和拉瓦尔宾迪的11名经验丰富的教师进行了半结构化的在线采访.
- 使用Atlas.ti软件对转录的采访进行主题分析.
主要成果:
- 在五个相互关联的维度中确定了挑战:IMC开发,实施,教师转型,机构背景和监管机构.
- 在课程变更期间,教师在多个层面上经历了令人丧的挑战.
结论:
- 课程转变带来了影响教师和机构的多方面的挑战.
- 确定的主题为医疗教育的课程改革提供了一个明智的框架.
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