在哪个顺序? 这有什么关系吗?
Manori Amarasekera1, Rebecca Anglin1
1School of Medicine.
MedEdPublish (2016)
|December 7, 2023
概括
在临床前医学教育中学习主题的顺序至关重要,但研究不足. 这项研究强调,需要更多关于优化临床前课程序列的文献,以获得更好的学生学习成果.
科学领域:
- 医学教育 医学教育
- 课程开发 课程开发
背景情况:
- 临床前课程是同步跨学生队伍,使主题序列高度相关.
- 临床课程涉及并行旋转,导致不同的开始/结束点,不太强调顺序.
- 许多教学和后勤因素影响了临床前主题的最佳顺序.
研究的目的:
- 解决关于在临床前医学课程中最佳排序主题的文献中发现的空白.
- 分享在临床前课程重组期间遇到的挑战,并邀请学术讨论.
- 为了使课程开发人员和教育工作者在设计和审查临床前计划时受益.
主要方法:
- 这项研究涉及重组诺特达姆大学澳大利亚弗里曼特尔大学临床前课程的主题序列.
- 进行了关于临床前课程序列的现有文献的审查.
- 作者发现,有关学习主题最佳顺序的出版物存在差距.
主要成果:
- 确定了关于临床前课程主题最佳排序的文献中的一个显著的差距.
- 重组课程的过程突出了主题顺序的复杂性和重要性.
- 关于这个特定主题的出版物令人惊地稀少.
结论:
- 学习主题的顺序是临床前医学教育的一个关键因素.
- 需要进一步研究和学术交流临床前课程序列.
- 经验分享可以帮助机构开发和完善他们的临床前课程.
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