转移解剖学远离基于时间的模型:基于能力的教育见解解剖学教育工作者
1Department of Physical Therapy and Athletic Training at Northern Arizona University, Flagstaff, Arizona, USA.
概括
解剖学教育工作者面临的挑战是过渡到基于能力的教育 (CBE). 这种转变需要新的评估策略和灵活的学习来保持严格的解剖训练.
科学领域:
- 医学教育 医学教育
- 人体解剖学 解剖学 解剖学
- 健康 专业 教育 卫生 专业 教育
背景情况:
- 基于能力的教育 (CBE) 在卫生专业中越来越多地被采用.
- 传统的基于时间的解剖学课程对CBE实施提出了后勤挑战.
研究的目的:
- 探讨解剖教育工作者在过渡到基于能力的教育模式时所面临的关键挑战.
- 在这个过渡时期提供考虑,以保持解剖学教育的严谨性.
主要方法:
- 这一观点综合了将解剖学教育适应CBE的挑战和考虑.
- 它侧重于评估设计,教师角色转换和不断变化的课堂活动.
主要成果:
- 有效的CBE需要与临床医生合作,以定义基本的解剖学知识.
- 教师必须从传统的教学转向设计和实施有意义的评估.
- 课堂活动需要适应灵活的内容传递,多模式实验室和基于案例的学习.
结论:
- 将解剖学教育适应CBE需要进行评估和课程设计的战略规划.
- 整合基于人类捐赠者的学习需要可行的评估开发.
- 灵活,个性化的学习方法对于在CBE框架下成功进行解剖学培训至关重要.
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