Learning needs assessment: assessing the need
Learning needs assessment: assessing the need
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DOI：
10.1136/bmj.324.7330.156
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发表时间：
2002-01-19
影响因子：
--
通讯作者：
Grant, J
中科院分区：
文献类型：
--
作者：
Grant, J
学习的需要应该是任何教育制度的基础，这似乎是不言自明的。事实上，文献表明，至少在持续专业发展方面，如果已经进行了需求评估，教育与实践相联系，个人激励推动教育努力，并且学习得到一定的加强，学习更有可能导致实践中的变化。[1]因此，学习需求评估在教育过程中至关重要，但在医学教育中，这种情况可能比我们想象的要多。对于那些设计新的教育和培训制度的人来说，关键的经验教训可能是：例如，一般认为研究生教育津贴制度使这一职业失败，因为它没有包括需求评估，因此导致临时教育，以满足该制度的时间要求，而不是个别医生或整个职业的需要。另一方面，完全以需求评估为基础进行专业学习是一种危险和限制性的策略。因此，必须取得平衡。
It might seem self evident that the need to learn should underpin any educational system. Indeed, the literature suggests that, at least in relation to continuing professional development, learning is more likely to lead to change in practice when needs assessment has been conducted, the education is linked to practice, personal incentive drives the educational effort, and there is some reinforcement of the learning. 1 Learning needs assessment is thus crucial in the educational process, but perhaps more of this already occurs in medical education than we suspect. The key lesson might be for those who design new systems of education and training: for example, the postgraduate education allowance system in general practice was felt to fail the profession because it did not include needs assessment and so led to ad hoc education to fulfil the time requirements of the system rather than the needs of individual doctors or the profession as a whole. On the other hand, basing learning in a profession entirely on the assessment of needs is a dangerous and limiting tactic. So a balance must be struck.