在基于能力的医学教育 (CBME) 下的教学系统及其子主题,以逐步方法向本科医学学生提供
Harsh Salankar1, Swapnil Bhirange2, Sonali Rode3
1Department of Pharmacology, NKPSIMS and RC, and LMH, Nagpur, Maharashtra, India.
Journal of pharmacy & bioallied sciences
|April 10, 2024
概括
印度 印度 印度
科学领域:
- 医学教育 医学教育
- 课程开发 课程开发
背景情况:
- 印度的医学教育正在从传统转向基于能力的医学教育 (CBME).
- CBME的目标是培养面向临床的,熟练的医学毕业生.
- 目前的CBME结构分散主题跨能力,这给教学带来了挑战.
研究的目的:
- 为教学CBME课程提出一个有效的方法.
- 在CBME框架内解决分散主题的挑战.
- 为了促进医学学生的概念构建和知识应用.
主要方法:
- 提出了一种逐步的教学方法.
- 该方法的重点是将在能力范围内分散的主题联系起来.
- 重点是创建一个逻辑流程来教学复杂的科目.
主要成果:
- 提出的逐步方法有助于在CBME中教授碎片化主题.
- 它有助于构建概念,而不是背诵学习.
- 该方法支持在临床实践中应用知识.
结论:
- 为了有效实施CBME,必须采用结构化,逐步的方法.
- 这种方法通过促进批判性思维和知识应用来增强学习.
- 该战略旨在培养有能力和全面的医学毕业生.
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