Wartman S, Davis A, Wilson M, Kahn N, Sherwood R, Nowalk A
Executive Vice President for Academic and Health Affairs, University of Texas Health Sciences Center-San Antonio, 7703 Floyd Curl Drive, Mail Code 7770, San Antonio, TX 78229-3900, USA.
Acad Med. 2001 Apr;76(4 Suppl):S140-5. doi: 10.1097/00001888-200104001-00028.
Recommendations on future directions, funding, and organizational and curricular issues have emerged from the complexity of the Interdisciplinary Generalist Curriculum (IGC) Project. For example, future demonstration projects aimed at innovations in medical education that are funded through the contracting mechanism are recommended, and funding intended to serve as institutional leverage for demonstrating desired curricular innovations in medical education is encouraged. Funding provided to entities that can maximize influence within the institutions is recommended. Also, the period of time over which funds are provided needs to take into consideration the breadth of the impact of the funded program on the larger curriculum and the length of time needed to measure desired outcomes. Organizational findings are that multi-site projects with administrative oversight bodies should be governed by representatives of concerned disciplines who have stakes in the demonstration of the innovations in medical education, and roles of the executive and advisory committees involved in the effort need to be made explicit at the onset and revisited over time. Similarly, the role of the funder needs to be explicit. Curricular recommendations are that medical schools are encouraged to develop longitudinal generalist preceptorship experiences early in medical education for all students, regardless of their eventual career choices. Schools should anticipate that curricular innovations in the preclinical years may require modifications of the educational process in the clinical years.
跨学科通才课程（IGC）项目的复杂性催生了关于未来方向、资金以及组织和课程问题的建议。例如，建议开展未来示范项目，旨在通过签约机制资助医学教育创新，并鼓励提供资金，以作为机构杠杆，用于展示医学教育中所需的课程创新。建议向能够在机构内发挥最大影响力的实体提供资金。此外，提供资金的时间段需要考虑到所资助项目对更大范围课程的影响广度以及衡量预期成果所需的时间长度。组织方面的调查结果是，设有行政监督机构的多地点项目应由在医学教育创新示范中有利害关系的相关学科代表进行管理，参与该工作的执行委员会和咨询委员会的角色需要在一开始就明确，并随着时间推移进行重新审视。同样，资助者的角色也需要明确。课程方面的建议是，鼓励医学院在医学教育早期为所有学生，无论其最终职业选择如何，开展纵向通才导师指导经历。学校应预计临床前几年的课程创新可能需要对临床年的教育过程进行调整。
