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Updated: May 7, 2025

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The HoneyComb Paradigm for Research on Collective Human Behavior
Published on: January 19, 2019
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在工作组结构中纳入教师和学生共同领导
Chitra Kumar1, D J Lowrie2, Tracy Pritchard3
1College of Medicine, University of Cincinnati, Cincinnati, OH USA.
Medical science educator
|January 6, 2025
概括
辛辛那提大学的一个工作组使用教师和学生的共同领导力来解决医学院课程的不平等问题. 这种模式平衡了专业知识和学生的经验,促进了领导力发展和多样化的观点.
科学领域:
- 医学教育 医学教育
- 课程开发 课程开发
- 健康 公平 卫生 公平
背景情况:
- 2020年,辛辛那提大学医学院成立了一个工作组,以解决课程不平等问题.
- 工作组由四个工作组组成,每个工作组都有教师和学生共同主席.
研究的目的:
- 描述从医学教育的教师和学生共同领导模式中学到的教训.
- 突出课程改革中多元视角的好处.
主要方法:
- 实施联合领导模式,将教师和学生配对在工作组领导角色中.
- 专注于平衡学科专业知识与学生生活经验.
主要成果:
- 共同领导模式有效地整合了多样化的观点,解决了教师和学生的权力动态.
- 学生获得了领导经验,而教师获得了对多样性和包容性的见解.
- 这种协作方法提高了医学院课程的理解和发展.
结论:
- 教师与学生的共同领导提供了一个有价值的框架来解决医学教育中的不平等问题.
- 这种模式促进了相互学习,领导力发展和更具包容性的课程.
- 这种方法成功地平衡了教学知识与学生的基本视角.
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