Continuing medical education - Learning and change: implications for continuing medical education
Continuing medical education - Learning and change: implications for continuing medical education
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DOI：
10.1136/bmj.316.7129.466
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发表时间：
1998-02-07
影响因子：
105.7
通讯作者：
Bennett, NL
中科院分区：
文献类型：
--
作者：
Fox, RD;Bennett, NL
医学教育，特别是继续医学教育受到成人学习研究的极大影响。观察到不是教学而是学习导致医生改变他们的做法，这导致了观点的转变：与其说教育被视为指导，不如说教育被视为促进学习。这种模式的转变是基于对医生如何以及为什么改变他们的实践以及在这个过程中学习的作用的研究。北美和其他地方继续医学教育的方向已经改变，以响应当代学习和变化研究中出现的新观点。从1980年代CME的共同元素与现在使用的方法的比较中，这种新观点的本质是显而易见的。传统上，继续教育项目是一种教育活动，它应用适当的资源和方法来实现既定的教学目标。如果资料有价值，讲者有技巧，环境舒适，这类节目通常被认为是好的。然而，通常情况下，即使满足了所有三个条件，对医疗实践的实际影响也很少或没有。
Medical education, particularly continuing medical education (CME), has been greatly influenced by studies of adult learning. The observation that it is not teaching but learning that leads doctors to change their practice has resulted in a shift in perspective: rather than education being regarded as instruction, it is regarded as facilitation of learning. This paradigm shift has been based on research into how and why doctors change their practice and into the role of learning in that process.The direction of continuing medical education in North America and elsewhere has changed in response to the new perspective that has emerged from contemporary studies of learning and change. The nature of this new perspective is evident from a comparison of the common elements of CME in the 1980s with the approach that is now being used. Traditionally a CME programme was an educational event that applied appropriate resources and methods to fulfill set instructional objectives. Such programmes were often considered to be good if the information was valuable, the lecturer skilful, and the setting comfortable. Too often, however, there was little or no actual effect on medical practice, even though all three conditions were met.