Community-oriented medical education

Community-orientated medicine is a topical area for debate in the current discussions about medical education, but it can be agued that medical education has always been in the community because medical practice is located therein. It is widely accepted that community settings provide a wealth of learning opportunities for students and trainees and can help address some of the problems being experienced in the hospital settings in relation to the expansion of the sector. This paper seeks to offer a personal viewpoint on community and community-oriented medical education and then considers different models of community medical education and the resource implications for such approaches.     

医学院校课程整合的经验教训:学生、课程负责人与改革领导者的观点

美国医学院校的课程整合改革方兴未艾.加州大学旧金山分校医学院从2001级新生开始对课程体系进行大幅调整,本研究调查了该校参与改革的不同群体,包括教育改革的领导者、受到直接影响的学生、新建课程的负责人等对课程改革的态度,了解其对课程整合实施一年内的成绩和挑战的看法.结果表明,他们对跨学科教学、跨学科系室协作、课程关联的建立、课程内容的排序及框架构建等四个主题有相同的看法,也有不小的分歧.     

Curriculum development for teacher education in the Southern Philippines: A simultaneous process of professional learning and syllabus enhancement

This paper reflects on the process of curriculum development in 21 tertiary education institutions in the Southern Philippines. Assisting capacity-building of the teaching profession is an ongoing need in developing countries, but rarely does it extend to pre-service education. In this study of one aspect of a three year AusAid-funded education development project, the process of developing syllabi for English, mathematics, science and practicum/pedagogy courses was an unfamiliar activity for the majority of the sixty Filipino teacher educators and their colleagues. These educators were used to following institution prescribed syllabi without question. The focus of this study was the educators’ participation in the intensive process of syllabus review, construction and enhancement which occurred concurrently with a series of regular professional development activities based on the needs and interests of the educators. The process was documented as it evolved and was evaluated at key stages. A major outcome was the enhancement, or construction, of more than 200 syllabi across the 21 tertiary institutions. However, an unexpected and significant outcome of the process was the development of strong cross-institutional and even cross-regional relationships and a level of collegiality not previously experienced by the participants. It is argued here that such an approach to curriculum development raises the potential for sustainable long-term outcomes in international development projects.     

Genetics in medical school curriculum： A look at the University of Rochester School of Medicine and Dentistry

Genetics is assuming an increasingly important role in medicine. As a result, the teaching of genetics should also be increased proportionally to ensure that future physicians will be able to take advantage of the new genetic technology, and to understand the associated ethical, legal and social issues. At the University of Rochester School of Medicine and Dentistry, we have been able to incorporate genetic education into a four-year medical curriculum in a fully integrated fashion. This model may serve as a template for other medical curriculum still in development.     

From “time pass” to transformative force: School-based human rights education in Tamil Nadu, India

This article presents data collected at the level of practice to highlight one non-governmental organization's approach to human rights education and how household-, school-, and community-level factors mediated student impact. Findings suggest that a variety of factors at the three levels contribute to the program's successful implementation in government schools serving marginalized students (where most HRE programs are in operation in India today). These responses emerge along a continuum from ‘time pass’—a commonly used term in India for anything that does not directly contribute to greater performance on high-stakes exams—to ‘transformative force’, wherein students internalize knowledge and values related to human rights and take action based on it. Responses to HRE were characterized in four areas and representative examples are provided of each: (1) personal changes; (2) attempts to intervene in situations of abuse; (3) reporting (or threatening to report) abuse; and (4) spreading awareness about human rights.     

Moving Beyond “It worked”: The Ongoing Evolution of Research on Problem-Based Learning in Medical Education

Research on Problem-Based Learning in medical education has undergone an evolutionary process from initial proof of concept studies through critiques of the original methods and beyond. Initial studies focused on whether or not the instructional method was effective for medical students and the goals of medical education. Despite much movement back and forth between results demonstrating effectiveness and ineffectiveness, not much forward progress was made in reaching a decisive conclusion. Recently, however, the adoption of different theoretical perspectives, research methods, research targets and technological supports has begun to move the studies along. Current research in the area is focusing not on whether the students learn, but rather what goes on during learning that helps or hinders their learning. As such the group process and its cognitive components has become a more fruitful target of researchers. An erratum to this article can be found at     

利用课程资源对学生进行思想教育

在小学德育课程教学中,科学有效地利用德育课程资源,能够对学生进行思想品德教育,让他们形成良好的品质,健康快乐地成长。有效开发小学德育课程资源,能够很好地开展德育课程,对学生进行实实在在的思想教育。思想品德中诸多的要素与学生的发展相互作用,形成了德育课程开发的亮点,那么有效开发校内外德育课程资源,在实践中切实加强对小学生的思想品德教育,能够有效促进课程资源的开发。     

The inclusion of inclusive education in international development: Lessons from Papua New Guinea

A new ‘inclusive’ curriculum has been introduced in Papua New Guinea, with significant levels of support from a bilateral development agency. The curriculum is inclusive in the sense that it is designed to meet the diverse, complex, and ever-changing needs of students. Research indicates the curriculum has been shaped by various influences, most particularly Western educational ideology. Research in remote rural schools revealed that stakeholders were unable and unwilling to adopt many of the precepts of the new curriculum. Broader analysis indicates that this is likely to be the case elsewhere in PNG. In the light of these findings, it is proposed that international development agencies (IDAs), if they wish to effectively promote inclusive education, should become more ‘inclusive’ organisations – in the sense that they should adopt more responsive and participatory approaches in low income countries.     

能力本位教育与培训课程开发

本从课程开发的角度,探讨了能力本位教育与培训理念的背景及理论基础,对能力本位教育与培训的课程开发模式进行了评析,提出了实施能力本位教育与培训应注意的问题,为我国实施能力本位教育与培训提供了借鉴。     

The 9-step problem design process for problem-based learning: Application of the 3C3R model

The design of problems is crucial for the effectiveness of problem-based learning (PBL). Research has shown that PBL problems have not always been effective. Ineffective PBL problems could affect whether students acquire sufficient domain knowledge, activate appropriate prior knowledge, and properly direct their own learning. This paper builds on the 3C3R problem design model, which is a systematic conceptual framework for guiding the design of effective and reliable problems for PBL. To help practitioners apply the 3C3R model, this paper introduces a 9-step problem design process. The initial steps guide an instructional designer through analyses on learning goal, content, and context to help select problems. Later steps ensure that the problem appropriately affords the specifications identified in the analyses. The last two steps incorporate a reflection component, as well as ensure the integrity of the 3C3R components in the problem.     

目标管理阶段理论在研究性学习课程实施中的应用

围绕研究性学习课程总目标,在其组织和实施中引入目标管理,对其进行层次分解,建立分层目标体系,通过分权调动基层管理老师以及学生的主动性和积极性,消除其实施过程中因缺乏有效的管理而虎头蛇尾的现象,使研究性学习健康有效地开展。     

新课标视界:向主体间性教育范式转换

新课标折射出全球化大背景下现代社会对人才培养的规格和要求。主体间性教育理念,从关注人的主体性出发,强调主主关系,彰显主体间达成"互识"、"共识"的价值所在,实质上构想了人文关怀下教育的理想状态。选择主体间性教育范式实现新课标的价值目标,是切实可行的教育模式,且为教育发展提供可持续发展的最佳途径之一。     

The role of medical museums in contemporary medical education

From the early 19th century until the most recent two decades, open‐space and satellite museums featuring anatomy and pathology collections (collectively referred to as “medical museums”) had leading roles in medical education. However, many factors have caused these roles to diminish dramatically in recent years. Chief among these are the great advances in information technology and web‐based learning that are currently at play in every level of medical training. Some medical schools have abandoned their museums while others have gradually given away their museums' contents to devote former museum space to new classrooms, lecture halls, and laboratories. These trends have accelerated as medical school enrollment has increased and as increasing interest in biological and biomedical research activities have caused medical schools to convert museum space into research facilities. A few medical schools, however, have considered the contents of their museums as irreplaceable resources for modern medicine and medical education and the space these occupy as great environments for independent and self‐directed learning. Consequently, some medical schools have updated their medical museums and equipped them with new technologies. The Anatomical Museum of Leiden University Medical Center in The Netherlands and the Medical Museum of Kawasaki Medical School in Kurashiki, Okayama, Japan, are two examples of such upgraded museums. Student surveys at Leiden University have indicated that all students (100%) found audio‐guided museum tours to be useful for learning and majorities of them found guided tours to be clinically relevant (87%). However, 69% of students felt that museum visits should be optional rather than compulsory within the medical training curriculum. Anat Sci Educ 3:249–253, 2010. © 2010 American Association of Anatomists.     

我国基础教育发展观的历史嬗变

在相当长的一段历史时期内,我国对基础教育都是采取的重点发展战略,这导致了基础教育发展的严重失衡,突出表现为城乡教育的两极分化。进入新世纪,我国基础教育发展观发生了从重点发展到均衡发展的历史嬗变,基础教育也开始从失衡逐步走向均衡发展,并不断走向教育公平。     

适应医学发展趋势,强化医学生人文教育

二十一世纪的医学是预防、医疗、康复、保健相结合,面向社会的,应用的,主动的,综合化的全科科学,为适应这一需要,要求医学高等教育在传统纯粹科学教育的基础上,对人文教育予以充分重视,本文就人文教育在医学院校的重要性,必要性及可行性作了相关论述。     

The engineering of engineering education: curriculum development from a designer's point of view

Engineers have a set of powerful tools at their disposal for designing robust and reliable technical systems. In educational design these tools are seldom applied. This paper explores the application of concepts from the systems approach in an educational context. The paradigms of design methodology and systems engineering appear to be suitable for both analysing existing education and designing new curricula.     

由美国高校创新人才培养模式看我国医学院校的创新教育

本文创新教育是社会发展的需求,也是我们应对2l世纪国际社会激烈竞争的必然选择。美国是世界上高等教育最发达的国家之一。因此,分析美国高校创新人才培养模式,结合我国医学院的专业特点,探讨我国医学院校的创新教育。     

高中课程标准中可持续发展教育内容探讨

开展可持续发展教育是实施可持续发展战略的重要手段 ,也是我国基础教育领域深化素质教育的重要内容。本文从可持续发展教育内容的界定入手 ,提出中国可持续发展教育的内容 ,在此基础上 ,分析了新高中课程标准中不同学科对可持续发展教育的定位、内容及特点。     

关于职业教育课程改革的思考

职业教育教学没有从根本上跳出传统普通教育的教学模式,致使职业教育教学中还存在着不少问题。认真分析职业教育目前的教学状况（主要是职教的培养对象——学生的具体情况）,根据职业教育的特点,面向社会需要,适应学生状况,进行较彻底的课程改革。建立技能模块体系,进而组织以实践行动过程为前提的横向综合课程结构。