在高等医学教育的教学课程中提高学习活动的多样性
Habiba Ishmail1, Nnabuike Chibuoke Ngene2,3
1Wits Reproductive Health and HIV Institute, Faculty of Health Sciences, University of the Witwatersrand, Johannesburg, South Africa.
医疗教育课程需要多样化的学习活动,以确保专业人员的综合健康培训. 整合像CanMEDS这样的框架和21世纪技能,可以提高医疗培训计划的能力发展.
科学领域:
- 医学教育 医学教育
- 课程开发 课程开发
- 健康 专业 教育 卫生 专业 教育
背景情况:
- 越来越多的医疗专业人员需求需要全面的健康培训.
- 目前的医学教育需要课程,解决临床实践和教育背景.
- 学习活动的多样性对于实现所需能力至关重要.
研究的目的:
- 概述设计和分析医学教育中多样化的教学课程的基本考虑因素.
- 强调整合既定框架和技能,以有效开发课程.
主要方法:
- 审查和综合关键的课程设计原则和框架.
- 包括哈登的十个问题用于课程设计.
- 考虑加拿大专业医疗教育指令 (CanMEDS) 能力框架.
- 整合21世纪的技能和戴安娜·劳里亚德的对话框架.
- 应用一般质量措施,以提高课程.
主要成果:
- 提出了一种全面的课程设计方法,结合了多个既定的框架.
- 该研究强调了在学习活动中嵌入多样性的重要性,以满足能力要求.
- 特定的工具和框架被确定为医学教育中有效的课程开发的必要条件.
结论:
- 有效的医学教育课程必须包含多样化的学习活动和既定的框架.
- 整合CanMEDS,21世纪技能和其他教学模式对于基于能力的培训至关重要.
- 持续的质量改进措施是必要的,以确保多样化和有效的医疗培训计划.
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