A curricular model for the training of physician scientists: The evolution of the Duke University School of Medicine curriculum
A curricular model for the training of physician scientists: The evolution of the Duke University School of Medicine curriculum
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DOI：
10.1097/acm.0b013e3180333575
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发表时间：
2007-04-01
影响因子：
7.4
通讯作者：
Buckley, Edward George
中科院分区：
文献类型：
--
作者：
Grochowski, Colleen O'Connor;Halperin, Edward Charles;Buckley, Edward George
杜克大学医学院提供了一个不寻常的医学博士教育计划。核心基础科学在第一年教授，核心临床见习在第二年完成，整个第三年致力于学术研究，并在第四年完成选修轮换。这种独特结构的创建提出了许多挑战，是40年前关键教师渴望从根本上改变医学教育方式的产物。多年来，这些有远见的领导者的基本原则得到了改进：询问而不仅仅是获得，选择的灵活性和深入探索。在40年前建立的创新精神下，杜克的领导者和教师在2004年开发了一种新的课程模式，称为卓越基础，它立足于综合的跨学科创新。作者描述了课程改革的过程，并对这种独特的医学教育方法进行了详细的概述。为了与杜克培养临床研究人员和临床教育工作者的使命保持一致，将基础科学课程缩短为一年，节省一年，现在要求学生致力于学术追求。作者认为，采用类似的一年基础科学课程将使教学时间可供其他学校实现自己的机构目标。
Duke University School of Medicine offers an unusual doctor of medicine educational program. The core basic sciences are taught in year one, core clinical clerkships are completed in the second year, the entire third year is devoted to scholarly investigation, and elective rotations are fulfilled in the fourth year. The creation of this unique structure presented many challenges and is the product of a desire of key faculty 40 years ago to change radically the way medical education was taught. Over the years, improvements have been made, the underlying principles of these visionary leaders have been retained: inquire not just acquire, flexibility of choice, and in-depth exploration.In the spirit of innovation that was established 40 years ago, leaders and faculty at Duke developed a new curricular model in 2004, called Foundation for Excellence, which is anchored in integrated, interdisciplinary innovation. The authors describe the process of curricular reform and provide a detailed overview of this unique approach to medical education. In keeping with Duke's mission to graduate clinician-researchers and clinician-educators, reducing the basic science curriculum to one year created a year saved, which students are now required to devote to scholarly pursuits. The authors argue that adopting a similar one-year basic science curriculum would make instructional time available for other schools to achieve their own institutional goals.