修复脱节:探索基于能力的课程中原则性调整的出现
Mary C Ott1,2, Lori Dengler3, Kathryn Hibbert4
1Faculty of Education, York University, Toronto, Canada.
Medical education
|August 6, 2024
概括
设计能力 (CBD) 调整通过解决学习者和教师需求,使医学教育价值观与实践保持一致. 这种模式确保了评估和教学支持个性化的学习和信任.
科学领域:
- 医学教育研究 医学教育研究
- 课程设计和开发 课程设计和开发
- 教育评估的教育评估
背景情况:
- 基于能力的医学教育 (CBME) 旨在通过课程改革加强医学培训.
- 加拿大设计能力 (CBD) 倡议,一种CBME方法,面临着影响居民的挑战.
- 纳入教师,学习者和环境对于有效的课程设计至关重要,正如约瑟夫·施瓦布的理论.
研究的目的:
- 检查CBD的设计,实施和适应,以改善学习者支持.
- 确定CBD过程中所吸取的经验教训,以更好地使教育实践与预期的CBME价值观保持一致.
主要方法:
- 质量研究涉及18个国家,机构和计划层面的实施指导.
- 第一个阶段的社会材料导向和归纳分析.
- 在第二阶段使用施瓦布理论进行演分析,以了解错位和适应.
主要成果:
- 错误的调整源于低估了教师,学习者和环境的需求,将评估与实践断开了联系.
- 实施导致适应的课程和背景,以解决约束和调整实践.
- 为了与CBME原则保持一致,确定了六个适应目的:响应式教学,个性化学习和有意义的委托.
结论:
- 调整表明了建设性的调整,整合评估和教学以支持学习.
- 建议在CBME中提供一个基于价值观的,上下文的调整模型.
- 该研究提供了关于通过适应性策略实现CBME的承诺的见解.
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