Milman U, Alperin M, Reis S, Van-Ralte R, Hermoni D
Department of Family Medicine, Technion-Israel Institute of Technology, Rappaport Faculty of Medicine, Clalit Health Services, Haifa District, Israel.
Isr Med Assoc J. 2001 Dec;3(12):978-81.
Most of the published documents proposing teaching objectives for undergraduate clerkships were prepared by expert bodies. Seldom have the clinical teachers, who are critical to the learning process and to the implementation of the teaching objectives, been the actual proponents of its core content.
To develop a national-scale proposal of teaching objectives for the family medicine clerkship in medical school, using a consensus method and the actual, community-based teachers as the expert body.
The Delphi method was chosen for that purpose. In the first round all 189 family medicine teachers in Israeli medical schools were asked to propose five teaching objectives. In the second round the objectives, which were generated in the first round, were characterized by key words and were sent to the participants as a second round for ranking according to their importance.
A total of 116 family medicine teachers (61.38%) responded in the first round and 91 of the 116 (78.5%) in the second round. They formulated 51 teaching objectives listed in order of importance, covering a wide array of themes and including knowledge, attitude and skills objectives. The most important objectives were common problems in primary care, recognition of the biopsychosocial model, and understanding the importance of the doctor-patient relationship. The structure of the list provides a unique insight into the relative importance of each objective in the context of the whole core content of the clerkship.
Constructing a proposal for teaching objectives is feasible using the Delphi method and the field instructors as the selecting body. The process and its results can provide faculty with relevant and important suggestions on the content and structure of the family medicine clerkship.
大多数已发表的关于本科临床实习教学目标的文件是由专家机构制定的。而对于学习过程和教学目标的实施至关重要的临床教师，却很少成为其核心内容的实际倡导者。
以共识法并以实际的、基于社区的教师作为专家机构，制定医学院校家庭医学临床实习教学目标的全国性提案。
为此选择了德尔菲法。在第一轮中，要求以色列医学院校的所有189名家庭医学教师提出五个教学目标。在第二轮中，将第一轮中产生的目标用关键词进行描述，并作为第二轮发给参与者，让他们根据重要性进行排序。
第一轮共有116名家庭医学教师（61.38%）做出回应，第二轮116名中的91名（78.5%）做出回应。他们制定了按重要性排序的51个教学目标，涵盖广泛的主题，包括知识、态度和技能目标。最重要的目标是初级保健中的常见问题、对生物心理社会模型的认识以及对医患关系重要性的理解。该列表的结构为每个目标在临床实习整个核心内容背景下的相对重要性提供了独特的见解。
使用德尔菲法并以现场指导教师作为选拔机构来构建教学目标提案是可行的。该过程及其结果可为教师提供有关家庭医学临床实习内容和结构的相关且重要的建议。
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