Weiss L B, Levison S P
Division of Nephrology and Hypertension, Department of Medicine, MCP Hahnemann School of Medicine, Philadelphia, PA, USA.
Acad Med. 2000 Nov;75(11):1081-6. doi: 10.1097/00001888-200011000-00012.
The authors describe two teaching tools, case-based learning and concept mapping, and how they support cross-disciplinary, multidisciplinary, and interdisciplinary learning, use a biopsychosocial model, and promote the integration of sex- and gender-based science into the medical curriculum. The process of case development at MCP Hahnemann University (MCPHU) is outlined in detail for a specific case. That case, which integrates three different components of women's health, is then presented in full. The authors then provide an example of a concept map dealing with women and alcohol use; the map defines current knowledge and serves as a blueprint for developing curricular goals and learning objectives for the topic. Properly constructed concept maps and cases help teach patient-centered approaches to problem solving, address sex- and gender-based differences in disease as well as in pathophysiology and pharmacology, integrate psychosocial issues-such as family dynamics, environmental stressors, access to health care, effective gender-based communication between patient and provider, and cultural variations-along with biomedical ones, and encourage a multidisciplinary approach to patient care. The authors maintain that these tools might be used to transform medical education by making it more integrated and interdisciplinary.
作者介绍了两种教学工具，即基于案例的学习和概念图，以及它们如何支持跨学科、多学科和交叉学科学习，采用生物心理社会模型，并促进将基于性别的科学融入医学课程。详细概述了MCP哈内曼大学（MCPHU）针对一个特定案例的案例开发过程。然后完整呈现了该案例，它整合了女性健康的三个不同组成部分。作者随后提供了一个关于女性与酒精使用的概念图示例；该概念图定义了当前知识，并作为制定该主题课程目标和学习目标的蓝图。构建得当的概念图和案例有助于教授以患者为中心的问题解决方法，解决疾病以及病理生理学和药理学中基于性别的差异，将心理社会问题（如家庭动态、环境压力源、获得医疗保健的机会、患者与提供者之间有效的基于性别的沟通以及文化差异）与生物医学问题相结合，并鼓励采用多学科方法进行患者护理。作者认为，这些工具可用于通过使医学教育更具综合性和跨学科性来改变医学教育。
