开发一个过渡到住院课程使用设计思维框架的发展
概括
医学院可以使用设计思维 (DT) 来创建以学习者为中心的过渡到住院 (TTR) 课程,以解决临床和非临床技能. 这种方法有助于通过专注于他们确定的需求,为学生准备居住.
科学领域:
- 医学教育 医学教育
- 课程开发 课程开发
- 健康 专业 教育 卫生 专业 教育
背景情况:
- 现有的过渡到住院 (TTR) 课程往往缺乏非临床技能培训.
- 医学学生表达了对临床技能以外的住院准备情况的担忧.
研究的目的:
- 描述设计思维 (DT) 在开发以学习者为中心的TTR课程中的应用.
- 为医学生进入住院的非临床技能培训解决差距.
主要方法:
- 设计思维 (DT) 步骤 (发现,解释,构想) 用于需求评估和课程设计.
- 富有同情心的采访和专题分析确定了学生的关键问题和技能缺陷.
- 一个为期2周的TTR试点课程被开发和实施,并纳入了改进的反.
主要成果:
- 参与者的反表明,试点TTR课程是高收益,适当,相关和有价值的.
- 该课程成功地结合了教学讲座,小组讨论,模拟和程序实验室.
- 基于反的代改进增强了后续产品的课程.
结论:
- 设计思维 (DT) 为开发有效的TTR程序提供了一种代和可适应的框架.
- DT方法适用于创建以学习者为中心的课程,以满足各种学生需求.
- 这种方法是可通用的,可以被其他机构调整为构建他们的TTR程序.
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