临床实习课程系统:对4C/ID视角进行比较分析
Tian Cheng1, Yunfeng Han2, Wenqing Yuan3
1Peking University Third Hospital, Beijing, 100191, China.
BMC medical education
|September 26, 2025
概括
本研究使用四组件教学设计 (4C/ID) 模型比较临床实习课程. 外国医学院强调"实践"和认知负载管理,而中国学校则侧重于"能力"和系统化知识.
科学领域:
- 医学教育 医学教育
- 教学设计的教学设计.
- 相对教育教育比较教育
背景情况:
- 临床实习课程对于医学培训至关重要.
- 四元件教学设计 (4C/ID) 模型为分析教育计划提供了一个框架.
- 了解医学教育中的跨文化差异可以为课程开发提供信息.
研究的目的:
- 用4C/ID模型,比较中国和外国医学院的临床实习课程.
- 在不同教育背景下确定医学院课程的系统优势和独特特征.
- 分析课程目标,内容结构和评估框架.
主要方法:
- 定性比较案例研究设计.
- 十个排名最高的外国和十个领先的中国医学院的选择.
- 通过4C/ID框架对课程文件 (教科书,协议,评估) 的内容分析.
主要成果:
- 两种系统都遵循4C/ID原则,重点不同:外国学校强调"实践",中国学校强调"能力".
- 外国学校通过渐进式课程培养协作生态系统并管理认知负载;中国学校系统化知识并使用阶段性技能评估.
- 两者都承认部分任务实践,外国学校展示了更具创新性的方法.
结论:
- 4C/ID模型揭示了中国和外国临床实习计划的独特优势.
- 外国医学院的复杂认知负载管理为医疗教育改革提供了洞察力.
- 这些发现可以提高适应现代医疗需求的适应能力.
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