在日本模拟核心课程的修订过程中实施数字化转型:一份定性文档分析
Takeshi Kondo1,2, Takeshi Onoue1, Seisyou Kou3
1Center for Postgraduate Clinical Training and Career Development, Nagoya University Hospital, Nagoya, Japan.
Medical teacher
|November 15, 2024
概括
数字化转型 (DT) 简化了医学课程的修订,提高了指导方针的质量,并创建了一个交互式的基础设施. 关键因素包括集成的团队和以用户为中心的开发,以确保在医学教育中成功的数据技术.
科学领域:
- 医学教育 医学教育
- 数字化转型 数字化转型
- 课程开发 课程开发
背景情况:
- 数字化转型 (DT) 正在重塑医学教育,但其对课程和指导方针开发的影响仍然未被充分探索.
- 现有的研究往往侧重于VR和远程学习等技术工具,忽视了DT在基础课程过程中的作用.
研究的目的:
- 调查数字化转型 (DT) 对日本模型核心课程 (MCC) 2022年修订的推动因素和影响.
- 了解DT如何影响课程指南开发的实际流程.
主要方法:
- 使用建设主义视角进行定性文档分析.
- 对材料进行主题分析,包括MCC修订团队的电子邮件,会议记录和调查答复.
主要成果:
- 促成因素包括专门的实验空间,修订和数字化团队之间的无集成,持续的开发周期,以及与现有方法的调整.
- 数据技术的影响包括增强数据准确性和一致性,改进数据预览和聚合能力,并通过加快流程显著减少工作负载.
结论:
- 数字化转型 (DT) 不仅优化了课程修订工作流,而且提高了由此产生的指导方针的质量.
- 该MCC发展成为一个互动的基础设施,强调跨学科专业知识 (IT和医学教育) 的重要性,并为用户的采用和实践提供支持的环境.
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