Barley G, O'Brien-Gonzales A, Hughes E
Associate Dean for Educational Development and Evaluation, University of Colorado School of Medicine, 4200 East Ninth Avenue, Box C0290, Denver, CO 80262, USA.
Acad Med. 2001 Apr;76(4 Suppl):S68-71. doi: 10.1097/00001888-200104001-00013.
Analysis of the impact of the Interdisciplinary Generalist Curriculum (IGC) Project would be incomplete without discussion of how it affected students' clinical education. This article explores the impact of the IGC Project on medical students' clinical education at the ten IGC schools. The schools typically lacked pre-IGC Project baseline data for comparison, although they all collected data on the impact of the new curriculum on the clinical education of students. Measures included some objective indicators and various subjective measures of the perceptions of the students, faculty, and community preceptors. The impact of curricular innovations at the IGC Project schools on students was immediate as they began to see patients early and continuously as part of their medical education. Students, faculty, and community preceptors who interacted with these students during their third year believed they were "different" because of their participation in the IGC. Not only did the IGC students approach patients with better integrated basic science knowledge, but also a different kind of student arrived at the third year, the traditional beginning of clinical experiences in medical education.
如果不讨论跨学科通才课程（IGC）项目如何影响学生的临床教育，那么对该项目影响的分析将是不完整的。本文探讨了IGC项目对十所IGC学校医学生临床教育的影响。尽管这些学校都收集了关于新课程对学生临床教育影响的数据，但它们通常缺乏IGC项目实施前的基线数据用于比较。评估指标包括一些客观指标以及学生、教师和社区带教老师看法的各种主观衡量标准。IGC项目学校课程创新对学生的影响立竿见影，因为他们在医学教育过程中很早就开始并持续接触患者。在学生三年级期间与他们互动的学生、教师和社区带教老师认为，由于参与了IGC项目，这些学生“与众不同”。IGC项目的学生不仅在接触患者时能更好地整合基础科学知识，而且到了医学教育中传统临床实习开始的三年级时，出现了一种不同类型的学生。
