The adaptive medical curriculum: A model for continuous improvement
The adaptive medical curriculum: A model for continuous improvement
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DOI：
10.1080/0142159x.2018.1484896
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发表时间：
2018-01-01
期刊：
影响因子：
4.7
通讯作者：
Chumley, Heidi
中科院分区：
文献类型：
--
作者：
Quirk, Mark;Chumley, Heidi
本文介绍了旨在培养适应性专业知识的医学课程。参与正式和非正式课程，学生学习在新的情况下实现预期的结果，舒适地与不确定性，并经常被公认为创造性的解决问题。学生通过提问和回答自己和他人的问题来学习。他们很容易在元认知水平上运作，预测事件，自我监控，检查决定和情绪。反思过程的一个关键功能是找出思考过程中的差距或缺点。适应性学习者在面对复杂的语境和情境要求时会转变为反思性思维。我们才刚刚开始了解如何创建教育途径，以促进适应性学习。一个重要的焦点是适应性教师，他们围绕预测分析，反思性间隔练习和真实的学习材料来构建学习和评估。为了有效，教师必须让学习者在正规课堂之外参与平行课程。一个主要的前提是，学习发生在个人和与同行，教师和团队成员在多种情况下一起。在学习过程中，学习者很容易在元认知水平上操作，预测行为，自我监控和评估，检查他们和他人的决定和情绪。适应性医学课程为这种学习提供了途径。
This paper describes the medical curriculum designed to foster adaptive expertise. Engaging in the formal and informal curriculum, students learn to achieve desired outcomes in novel situations, perform comfortably with uncertainty, and are often recognized for creative problem-solving. Students learn by asking and answering their own and others' questions. They readily operate at the metacognitive level, anticipating events, self-monitoring, and checking decisions and emotions. A key function of the reflective process is to identify gaps or shortcomings in the thinking process. The adaptive learner shifts into reflective thinking when confronted with complex contextual and situational demands. We are only beginning to understand how to create educational pathways to foster adaptive learning. An essential focus is the adaptive teacher who frames learning and assessment around predictive analytics, reflective spaced practice, and authentic learning material. To be effective, the teacher must engage the learner outside the formal classroom in the parallel curriculum. A major premise is that learning occurs individually and together with peers, teachers, and team members in multiple contexts. During the learning process, the learner readily operates at the metacognitive level, anticipating behavior, self-monitoring and assessing, and checking theirs and others decisions and emotions. The adaptive medical curriculum provides the pathway for such learning.