跨专业课程的基础. 找到适合任务的正确认识论和学习理论
C Scott Smith1, India King2, Amber Fisher2
1University of Washington.
MedEdPublish (2016)
|February 26, 2024
概括
一个新的3x3矩阵通过选择适当的认识论和学习理论来帮助设计跨专业教育课程. 这种结构化的方法支持更好地使卫生专业培训与教育目标保持一致.
科学领域:
- 健康 职业 教育 教育 专业
- 课程设计 课程设计
- 专业间的学习 专业间的学习
背景情况:
- 当前的卫生专业教育强调跨专业培训.
- 专业之间学习理论和培训假设的差异可以强调.
- 需要一种标准化的方法来设计跨专业课程.
研究的目的:
- 为设计跨专业课程提供一个3x3矩阵.
- 为选择认识论和学习理论提供一个框架.
- 引导专业间培训的发展和评估.
主要方法:
- 跨专业教师在七年内开发了一个3x3矩阵.
- 认识论 (减少主义,构造主义,复杂性) 和学习理论 (基于能力的教育,临床推理,定位学习) 的选择.
- 考虑培训目标,背景和学习者的发展阶段.
主要成果:
- 该矩阵为课程设计和评估提供了专注的考虑.
- 它为整合各种认识论和学习理论提供了一个框架.
- 它鼓励采用结构化的方法来采用学习假设.
结论:
- 专业人士经常从一个单一的角度看待健康教育.
- 一种更广泛,结构化的学习理论方法可以增强跨专业培训.
- 该矩阵有助于培训任务与教育设计更好地匹配.
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