医学教育课程中的质疑神话:对话式探索
Rachel H Ellaway1, Martina Kelly2, Kent G Hecker3
1Community Health Sciences, Cumming School of Medicine, University of Calgary, Calgary, Alberta, Canada.
Medical education
|November 6, 2025
概括
医学教育的课程变化是由谈判和妥协塑造的,而不是中立. 了解争议有助于教育工作者解决分歧,并在课程开发中赋予不同观点的权力.
科学领域:
- 医学教育 医学教育
- 课程开发 课程开发
- 教育政策的教育政策.
背景情况:
- 课程变化通常被视为一个中立的过程,但它受到潜在的权力动态的影响.
- 关于什么是教的,如何教,什么知识是有价值的决定是谈判和妥协的产物.
研究的目的:
- 检查医疗教育课程变化中围绕质疑的五个常见神话.
- 认为课程决策本质上是有争议的,而不是中立的.
主要方法:
- 采用了对话式的方法,借鉴作者作为医学教育学者和变革推动者的经验.
- 关于课程变革的文献综述为分析五个有争议的神话提供了信息.
主要成果:
- 课程是一个意识形态战场;不同意见是预期的,需要战略导航.
- 妥协是常见的结果,寻求共识可以杀不同的观点.
- 变化并不总是有益的,可能会导致表面的改革或意想不到的后果.
结论:
- 医学教育工作者必须在课程规划中识别,理解和建设性地参与对课程的质疑.
- 赋予教育工作者表达关切和专业谈判的权力,可以带来更有效的课程管理.
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