在纵向综合课程 (LILIC) 中为医学教育领导者开发通用能力框架
Charles A Gullo1,2, Youngjin Cho3, John L Szarek4
1Gullo Consulting, LLC, Fort Worth, TX USA.
Medical science educator
|March 27, 2025
概括
新的框架确定了长度综合课程 (LILIC) 领导者的基本技能. 这支持卫生专业教育的教师发展和课程改革.
科学领域:
- 医学教育 医学教育
- 课程开发 课程开发
- 教师培训学院 培训学院 教师培训学院
背景情况:
- 卫生专业教育正在转向综合课程.
- 教师需要新的技能来管理多学科,纵向课程.
- 现有的培训模式不足以为领导人准备综合课程.
研究的目的:
- 确定长度综合课程 (LILIC) 领导者的基本技能和能力.
- 开发一个框架和共享的思维模型,用于LILIC的发展.
- 引导教师发展和课程领导的行政招聘决策.
主要方法:
- 借鉴来自多个医学院的集体专业知识.
- 制定一个框架,概述课程领导者的关键属性.
- 介绍一个拟议的开发过程和未来的方向.
主要成果:
- 已经建立了LILIC发展的框架.
- 定义了课程领导者的关键属性和共享的心理模型.
- 建议在综合课程中制定教师培养过程.
结论:
- 开发的框架支持教师为综合课程的发展.
- 这个倡议解决了卫生专业教育的关键需求.
- 该框架有可能对教师培训和教育战略产生广泛的影响.
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