一个10步的过程,以使基于问题的学习与自我指导和终身学习的认证期望保持一致.
Ghaith Al-Eyd1, Tsugio Seki2, Daniel P Griffin1
1Department of Medical Education, Dr Kiran C Patel College of Allopathic Medicine, Nova Southeastern University, Fort Lauderdale, FL, USA.
概括
本研究介绍了开发基于问题的学习 (PBL) 课程的10步过程,以提高医疗教育中的自我指导和终身学习 (SDLL) 技能. 这种简化方法有助于满足SDLL能力的认证要求.
科学领域:
- 医学教育 医学教育
- 课程开发 课程开发
- 认证标准 认证标准 认证标准
背景情况:
- 自主导和终身学习 (SDLL) 技能对于医疗专业人员在整个职业生涯中至关重要.
- 认证机构,如LCME,授权在本科和研究生医学教育 (UME和GME) 中开发SDLL技能.
- 基于问题的学习 (PBL) 是一种积极的学习教学,非常适合培养SDLL技能.
研究的目的:
- 简化PBL会议的开发,交付和评估.
- 为了使PBL设计与SDLL的认证要求保持一致.
- 为实施以SDLL为重点的PBL提供一个结构化的10步过程.
主要方法:
- 详细介绍了PBL的10步设计和实施过程.
- 这个过程从定义学习目标和PBL案例内容开始.
- 它明确地解决了SDLL组件,认证需求,实施,反,评估和评估.
主要成果:
- 描述的10步过程将SDLL技能发展整合到PBL中.
- 该方法确保与医学教育的认证标准保持一致.
- 该过程的设计是可行的,并可跨不同的医学院转移.
结论:
- 这10步的过程有助于医学学生获得基本的SDLL技能.
- 实施这一过程有助于医学院满足SDLL的认证任务.
- 这种结构化的方法通过灌输早期SDLL能力来支持医生的持续专业发展.
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