如何跨越界限:跨学科教育的设计原则
Jessica Oudenampsen1,2,3, Enny Das2, Nicole Blijlevens1
1Radboudumc department of Hematology, Radboud Universiteit, Nijmegen, Gelderland, The Netherlands.
这项研究开发了七个基于证据的设计原则,用于有效的跨学科教育,适用于高等教育学科. 这些原则解决了当前在设计此类程序方面缺乏知识的问题.
科学领域:
- 高等教育 高等教育
- 教育研究教育研究
- 课程设计 课程设计
背景情况:
- 跨学科学习在全球高等教育中越来越受欢迎.
- 关于如何有效地设计跨学科教育的知识存在一个公认的差距.
- 本研究详细介绍了医疗保健沟通学科间课程的开发和实施.
研究的目的:
- 代地开发和试行医疗保健沟通的跨学科课程.
- 确定并提出跨学科教育的基于证据的设计原则.
- 为设计未来跨学科课程提供实际指导.
主要方法:
- 在四个阶段采用基于设计的教育研究方法.
- 第1阶段涉及文献审查,以确定跨学科学习的先决条件.
- 第二阶段和第三阶段包括试点课程和三年的实施与评估,最终达到第四阶段,以提炼设计原则.
主要成果:
- 该研究详细阐述了开发的跨学科课程设计的组成部分.
- 来自调查,小组讨论和采访的数据被用来反思课程内容和结果.
- 提出了七个基于证据的"跨界"设计原则,用于跨学科教育.
结论:
- 衍生出来的设计原则可用于跨学科教育,跨各种高等教育学科的跨学科教育.
- 这些原则超越了特定学科的界限,具有广泛的适用性.
- 这些发现为设计强大有效的跨学科学习体验提供了基础.
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