O'Brien-Gonzales A, Blavo C, Barley G, Steinkohl D C, Loeser H
Student Career Development, Dean's Office, University of Colorado School of Medicine, 4200 East Ninth Avenue, Box C290, Denver, CO 80262, USA.
Acad Med. 2001 Apr;76(4 Suppl):S49-54. doi: 10.1097/00001888-200104001-00010.
This article explores the lessons learned by ten demonstration schools regarding the early clinical experience (ECE) component of the Interdisciplinary Generalist Curriculum (IGC) PROJECT: Students in ECE at these schools participated in longitudinal, one-to-one or two-on-one preceptorships with primary care physician preceptors in outpatient settings. Development of an ECE was a key component of curricular change at each of the IGC Project schools. Shattering the traditional barrier between preclinical and clinical years of the 2 + 2 medical curriculum model helped create a leading edge for innovation at each of the schools. In this article, the authors incorporated evaluation information from several sources, including the external evaluation reports of the IGC Project, final annual reports from demonstration schools, and curriculum evaluations from the coauthors' schools (the University of Colorado School of Medicine, Nova Southeastern University College of Osteopathic Medicine, and the University of California, San Francisco School of Medicine).
本文探讨了十所示范学校在跨学科通才课程（IGC）项目的早期临床经验（ECE）部分所吸取的经验教训：这些学校的ECE学生在门诊环境中与初级保健医生带教老师进行纵向的一对一或一对二的实习。ECE的发展是IGC项目各学校课程变革的关键组成部分。打破2+2医学课程模式临床前和临床阶段之间的传统障碍，有助于在各学校创造创新的前沿。在本文中，作者纳入了来自多个来源的评估信息，包括IGC项目的外部评估报告、示范学校的最终年度报告以及共同作者所在学校（科罗拉多大学医学院、诺瓦东南大学骨科医学院和加利福尼亚大学旧金山分校医学院）的课程评估。
