Comprehensive curricular goals for teaching transfusion medicine
Comprehensive curricular goals for teaching transfusion medicine
复制标题
输血医学教学的综合课程目标
DOI：
10.1046/j.1537-2995.1989.29589284146.x
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发表时间：
1989
期刊：
影响因子：
2.9
通讯作者：
T. Simon
中科院分区：
文献类型：
--
作者：
T. Simon
输血医学学术奖（TMAA）项目由美国国立卫生研究院的国家心脏、肺和血液研究所赞助，为医学和兽医学校提供赠款，以加强各机构课程中的输血医学方面。TMAA获奖者认识到需要为所有医学院的输血医学教学制定一套标准的课程目标和目的，在5年的时间里，他们确定了输血医学实践。他们与各自机构的专业教育工作者合作，组织了一个全面的输血医学课程。（有关机构及人士名单见附录。）从这个课程中衍生出了本科医学课程中合理可获得的知识和技能子集；这个子集作为本科输血医学课程单独呈现，并在综合课程中确定。综合课程设置涵盖本科和研究生输血医学教育。人们认识到，这门课程的大部分内容将不会在被确定为“输血医学”的课程中教授。然而，获奖者决定确定医学院课程中与输血医学直接相关的所有领域。因此，对于一个机构来说，挑战在于将这些努力整合到整个课程中，从而使学生能够获得合理的输血治疗方法。本课程不偏向于任何特定的教学方法。在简短的目的陈述之后，课程被组织成三个部分：课程目标、学生目标和学生目标。课程目标传达了TMAA课程的总体目标。这些可以被认为是教学目标；它们概括地描述了课程使用的预期影响。学生目标代表了学生将理解的内容以及他们在接触课程后如何能够发挥作用的总体陈述。这句话本质上是绝对的，并不是指具体的认知或技能表现。学生的目标是以教学后能力的表现为基础的陈述。它们分为12个主题标题。对于每个主要主题领域，指定了一个百分比，代表了在本科医学课程中用于该主题的输血医学课程总时间的估计比例。目标是以表现为基础的语言写的，表明学习者在学习经历中期望能够做到什么。这是课程设计的标准方法。目标以组形式呈现，以最终目标为首，随后是实现目标。根据上文所述的内容划分，课程是全面的，旨在对本科和研究生医学教育有用。标有星号的项目代表被认为是本科医学教育必不可少的课程内容。其他目标可能适合作为本科生、研究生教育的选修课，或者在时间允许的情况下作为更密集的本科体验的选修课。TMAA获奖者希望该课程能对输血医学教育课程的规划、发展、审查和评估有所帮助。
Introduction THE TRANSFUSION MEDICINE Academic Award (TMAA) program, sponsored by the National Heart, Lung, and Blood Institute of the National Institutes of Health, provides grants to medical and veterinary schools for the purpose of strengthening the transfusion medicine aspect of each institution’s curriculum. TMAA awardees recognized the need for a standard set of curriculum goals and objectives for the teaching of transfusion medicine in all medical schools, and over a period of 5 years, they identified transfusion medical practice. Working with professional educators from their institutions, they organized a comprehensive transfusion medicine curriculum. (See Appendix for a list of the institutions and persons involved.) From this curriculum was derived a subset of knowledge and skills reasonably attainable within an undergraduate medical curriculum; this subset is presented separately as an undergraduate transfusion medicine curriculum and is identified in the comprehensive curriculum. The comprehensive curriculum covers undergraduate and graduate transfusion medicine education. It was recognized that much of this curriculum will not be taught in parts of the curriculum identified as “Transfusion Medicine.” However, the awardees decided to identify all areas of a medical school curriculum that were directly relevant to transfusion medicine. The challenge, then, is for an institution to pull together these efforts throughout its curriculum in such a way as to make available to the student a rational approach to transfusion therapy. This curriculum is not biased towards any specific teaching method. After a brief statement of purpose, the curriculum is organized into three sections: Curriculum Goals, Student Goals, and Student Objectives. The curriculum goals convey the overall aims of the TMAA curriculum. These may be thought of as instructional goals; they describe, in general terms, the desired impact of curriculum use. The student goals represent a general statement of what students will understand and how they will be able to function as a result of exposure to the curriculum. This statement is categoric in nature and does not refer to specific cognition or skill performance. The student objectives are written as performance-based statements of postinstructional competency. They are presented under 12 topic headings. For each major topic area, a percentage is specified that represents an estimated proportion of the total transfusion medicine curriculum time to be devoted to the topic in an undergraduate medical program. The objectives are written in performance-based language, indicating what the learner is expected to be able to do as a result of the learning experience. This is a standard approach to curriculum design. Objectives are presented in sets, headed by a terminal objective that is followed by enabling objectives. The curriculum is comprehensive and is intended to be useful for undergraduate and postgraduate medical education, according to the content division noted above. The items marked with an asterisk represent those aspects of the curriculum that are believed to be essentials for undergraduate medical education. The other objectives may be appropriate as electives for undergraduates, for postgraduate education, or for a more intensive undergraduate experience where time allows. It is the hope of the TMAA awardees that the curriculum will be helpful for planning, developing, reviewing, and evaluating curricula in transfusion medicine education.