概括
这篇文章介绍了12个技巧,用于创建包容性的医疗课程使用通用设计学习 (UDL) 原则. 它提供了支持多元化学习者的策略,并加强了医学培训中的教育公平.
科学领域:
- 医学教育 医学教育
- 课程开发 课程开发
- 教育心理学教育心理学
背景情况:
- 传统的医学课程往往缺乏支持各种学习者的策略.
- 包容性课程对于公平的医疗培训至关重要.
- 全面设计学习 (UDL) 为创造灵活和可访问的教育体验提供了一个框架.
研究的目的:
- 为设计和实施基于UDL原则的包容性医疗课程提供十二个实用技巧.
- 探索医学课程的目的,并倡导更大的包容性.
- 提供在医学教育中支持多元化的学习者的策略.
主要方法:
- 关于医疗环境中的包容性教育和UDL的文献综述.
- 作者在课程设计中的经验综合.
- 根据UDL原则制定了12个可执行的建议.
主要成果:
- 详细介绍了创建包容性医学课程的12个基于证据的技巧.
- 在课程设计中应用了UDL原则 (参与,表现,行动和表达).
- 战略涉及目标,活动,材料和评估.
结论:
- 实施UDL原则可以促进更具包容性和公平的医学教育.
- 医疗课程应对其目的和包容性进行批判性审查.
- 这些建议超出了课程范围,以促进医疗培训更广泛的包容性.
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