A new problem-oriented and student-centered curriculum at Michigam State University.
A new problem-oriented and student-centered curriculum at Michigam State University.
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密歇根州立大学以问题为导向、以学生为中心的新课程。
DOI：
10.1097/00001888-197708000-00012
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发表时间：
1977
影响因子：
--
通讯作者：
S. Chan
中科院分区：
文献类型：
--
作者：
R. Echt;S. Chan
本文的目的是总结三年来开发和实施新课程的经验，该课程代表了与基于学科的医学课程的重大背离。该课程称为“Track II”，是自选课程，作为“Track I”的替代课程，“Track I”是针对一年级和二年级学生的更传统的课程。 Track II 是一个五个学期的项目，也是密歇根州立大学人类医学学院最大的单一跨学科项目。该计划于 1973 年春为第一批 II 学生组（19 名学生）实施了四学期课程，并于 1974 年冬天为第二批 II 学生组（50 名学生）实施了完整的五学期课程。自 1974 年以来，每个入学班级大约有一半的人参加了 Track II。临床前课程的中心组织框架涉及以患者问题为主题，使学生能够整合生物医学和行为社会科学的基本概念和技能。小组和同伴互动提供了一个学习环境，促进解决问题的技能的发展，并增加学生对同行评审和自我评估优势和劣势的责任（1）。这种方法的主要例子是 Track I 中的焦点问题课程 (2) 和麦克马斯特大学的课程 (3)。这种方法的概念化是基于学院的教育目标，其中包括：终身自我教育、社区参与、早期职业经验、科学整合、行为社会
The purpose of this paper is to summarize three years' experience with the development and implementation of a new curriculum which represents a significant departure from discipline-based medical programs. This cur-riculum, called Track II, is self-elective and is offered as an alternative to Track I, a more conventional curriculum for the first-and sec-ond-year students. Track II is a five-term se-quence and the largest single interdisciplinary program in the College of Human Medicine at Michigan State University. The program was implemented as a four-term curriculum in the spring of 1973 for the first Track II student group (19 students) and as a complete five-term sequence in the winter of 1974 for the second Track II student group (50 students). Since 1974 approximately half of each enter-ing class has enrolled in Track II. The central organizational framework for the preclinical curriculum involves using patient problems as themes which allow students to integrate basic concepts and skills of biomedical and behavioral-social sciences.Small-group and peer interactions provide a learning environment which fosters development of problem-solving skills and increasing student responsibilities for peer review and self evaluation of strengths and weaknesses (1). The principal examples of this method were the focal problems course in Track I (2) and McMaster University's program (3). The conceptualization of this approach was based on the college's educational goals which include: life-long self-education, community involvement, early professional experience, integration of the sciences, behavioral-social