Educational innovations in academic medicine and environmental trends
Educational innovations in academic medicine and environmental trends
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DOI：
10.1046/j.1525-1497.2003.21049.x
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发表时间：
2003-05-01
影响因子：
5.7
通讯作者：
Wilkerson, L
中科院分区：
文献类型：
--
作者：
Irby, DM;Wilkerson, L
在学术医学的15个教育创新中描述了5个环境趋势。第一个趋势，提高临床生产力的需求，减少了学习环境，需要新的组织结构来支持教学，如医学教育家学院，基于任务的管理和教师发展。第二个趋势是科学和教育的多学科方法。这刺激了多学科课程设计和监督的增长，沿着综合课程结构。第三，学习科学提倡使用基于案例的主动学习方法;学习社区，如社团和学院;以及教学技术。第四，对健康和疾病的看法的转变鼓励在课程中增加新的内容。作为回应，主题委员会正在编织整个课程的内容，新课程正在插入课程，以社区为基础的教育正在提供学术医疗中心以外的学习经验。第五，对问责制的要求正在导致新形式的绩效评估，使用客观结构化的临床考试，临床考试练习，模拟器和综合评估计划。这些创新正在改变医学教育。
Fifteen educational innovations in academic medicine are described in relation to 5 environmental trends. The first trend, demands for increased clinical productivity, has diminished the learning environment, necessitating new organizational structures to support teaching, such as academies of medical educators, mission-based management, and faculty development. The second trend is multidisciplinary approaches to science and education. This is stimulating the growth of multidisciplinary curricular design and oversight along with integrated curricular structures. Third, the science of learning advocates the use of case-based, active learning methods; learning communities such as societies and colleges; and instructional technology. Fourth, shifting views of health and disease are encouraging the addition of new content in the curriculum. In response, theme committees are weaving content across the curriculum, new courses are being inserted into curricula, and community-based education is providing learning experiences outside of academic medical centers. Fifth, calls for accountability are leading to new forms of performance assessment using objective structured clinical exams, clinical examination exercises, simulators, and comprehensive assessment programs. These innovations are transforming medical education.