The Great Diseases Project: a partnership between Tufts Medical School and the Boston public schools.
The Great Diseases Project: a partnership between Tufts Medical School and the Boston public schools.
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DOI：
10.1097/acm.0b013e31828b50fb
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发表时间：
2013-05
期刊：
影响因子：
--
通讯作者：
Meiri KF
中科院分区：
文献类型：
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作者：
Jacque B;Malanson K;Bateman K;Akeson B;Cail A;Doss C;Dugan M;Finegold B;Gauthier A;Galego M;Roundtree E;Spezzano L;Meiri KF
医学院虽然是许多生物医学教育和研究的守门人，但很少与K-12教育工作者正式接触，以影响课程内容或专业发展。这种内容专家与教师的隔离造成了知识差距，限制了将当前生物医学科学纳入高中课程，影响了公共卫生知识和生物医学管道。作者描述了2009年，塔夫茨医学院的科学家和波士顿公立学校的教师如何建立了正式的学术对话伙伴关系，以创建11 - 12年级的高中课程，内容涉及与健康相关的关键概念，目的是提高科学素养并影响与健康相关的决策。课程以重大疾病（传染病、神经系统疾病、代谢疾病和癌症）为基础。与大多数提供有限活动的健康科学课程干预不同，课程是全面的，每个课程都包含一个完整的课堂学习学期，并为教师提供广泛的实时支持。在这篇文章中，作者描述了他们如何开发和实施传染病课程，及其影响。高中教师和学生在内容知识和批判性思维技能方面表现出强劲的增长，而塔夫茨大学的科学家们则增加了他们的教学知识和对健康相关科学传播的欣赏。研究结果表明，医学院和K-12教育工作者之间的正式互动是互利的。
Medical schools, although the gatekeepers of much biomedical education and research, rarely engage formally with K-12 educators to influence curriculum content or professional development. This segregation of content experts from teachers creates a knowledge gap that limits inclusion of current biomedical science into high school curricula, impacting both public health literacy and the biomedical pipeline. The authors describe how, in 2009, scientists from Tufts Medical School and Boston public school teachers established a partnership of formal scholarly dialog to create 11th–12th grade high school curricula about critical health-related concepts, with the goal of increasing scientific literacy and influencing health-related decisions. The curricula are based on the great diseases (infectious diseases, neurological disorders, metabolic disease, and cancer). Unlike most health science curricular interventions that provide circumscribed activities, the curricula are comprehensive, each filling one full term of in-class learning and providing extensive real-time support for the teacher. In this article, the authors describe how they developed and implemented the infectious disease curriculum, and its impacts. The high school teachers and students showed robust gains in content knowledge and critical thinking skills, while the Tufts scientists increased their pedagogical knowledge and appreciation for health-related science communication. The results show how formal interactions between medical schools and K-12 educators can be mutually beneficial.