课程修订的处方:设计思维原则的应用
Diana M Sobieraj1, Kathryn Wheeler1, Marissa Salvo1
1University of Connecticut School of Pharmacy, Storrs, CT, USA.
American journal of pharmaceutical education
|November 25, 2024
概括
设计思维为药房课程改进提供了一个结构化的方法. 这种代框架成功地修改了专业教学课程,促进了教师和学生之间的合作和透明度.
科学领域:
- 药房 教育 教育 药房 教育
- 课程开发 课程开发
- 教育创新教育创新
背景情况:
- 专业药房课程的持续质量改进带来了复杂的挑战.
- 需要一个结构化的解决问题的框架,以有效地参与教师和学生.
- 设计思维为创造性解决问题和管理模糊性提供了一种方法.
研究的目的:
- 描述设计思维过程的应用,以修改专业教学课程.
- 确定在课程修订过程中遇到的关键成功因素,挑战和解决方案.
- 展示设计思维如何能够带来成功和透明的课程改革.
主要方法:
- 将设计思维过程的5个阶段应用于课程修订.
- 记录了所面临的挑战和在每个阶段采用的战略.
- 在整个代设计过程中促进教师和学生的参与.
主要成果:
- 成功修订了专业教学课程,导致批准了新的学习计划.
- 设计思维促进了参与者之间的透明度,信任和民主化沟通.
- 通过具体的干预措施,克服了5个设计思维阶段中的每一个挑战.
结论:
- 设计思维是药房教育中复杂课程改进的有效框架.
- 修订后的课程实施需要持续的调整策略.
- 一个经常性的,缩小规模的设计思维过程可以促进课程的持续评估和改进.
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