• 文献检索
  • 文档翻译
  • 深度研究
  • 学术资讯
  • Suppr Zotero 插件Zotero 插件
  • 邀请有礼
  • 套餐&价格
  • 历史记录
应用&插件
Suppr Zotero 插件Zotero 插件浏览器插件Mac 客户端Windows 客户端微信小程序
定价
高级版会员购买积分包购买API积分包
服务
文献检索文档翻译深度研究API 文档MCP 服务
关于我们
关于 Suppr公司介绍联系我们用户协议隐私条款
关注我们

Suppr 超能文献

核心技术专利：CN118964589B侵权必究
粤ICP备2023148730 号-1Suppr @ 2026

文献检索

告别复杂PubMed语法，用中文像聊天一样搜索，搜遍4000万医学文献。AI智能推荐，让科研检索更轻松。

立即免费搜索

文件翻译

保留排版，准确专业，支持PDF/Word/PPT等文件格式，支持 12+语言互译。

免费翻译文档

深度研究

AI帮你快速写综述，25分钟生成高质量综述，智能提取关键信息，辅助科研写作。

立即免费体验

苏格兰医生——苏格兰医学本科学生的学习成果：成为胜任且善于反思的从业者的基础。

The Scottish doctor--learning outcomes for the medical undergraduate in Scotland: a foundation for competent and reflective practitioners.

作者信息

Simpson J G, Furnace J, Crosby J, Cumming A D, Evans P A, Friedman Ben David M, Harden R M, Lloyd D, McKenzie H, McLachlan J C, McPhate G F, Percy-Robb I W, MacPherson S G

机构信息

The Scottish Deans' Medical Curriculum Group.

出版信息

Med Teach. 2002 Mar;24(2):136-43. doi: 10.1080/01421590220120713.

DOI:10.1080/01421590220120713
PMID:12098432
Abstract

This paper describes a set of learning outcomes that clearly define the abilities of medical graduates from any of the five Scottish medical schools. The outcomes are divided into 12 domains that fit into one of three essential elements for the competent and reflective medical practitioner.

摘要

本文描述了一组学习成果，这些成果明确界定了来自苏格兰五所医学院中任何一所的医学毕业生的能力。这些成果分为12个领域，归入合格且善于反思的医学从业者的三个基本要素之一。

相似文献

1
The Scottish doctor--learning outcomes for the medical undergraduate in Scotland: a foundation for competent and reflective practitioners.苏格兰医生——苏格兰医学本科学生的学习成果：成为胜任且善于反思的从业者的基础。
Med Teach. 2002 Mar;24(2):136-43. doi: 10.1080/01421590220120713.
2
Cross-referencing the Scottish Doctor and Tomorrow's Doctors learning outcome frameworks.对照《苏格兰医生》和《明日医生》的学习成果框架。
Med Teach. 2007 Sep;29(7):630-5. doi: 10.1080/01421590701316548.
3
Learning outcomes as a tool to assess progression.学习成果作为评估进展的工具。
Med Teach. 2007 Sep;29(7):678-82. doi: 10.1080/01421590701729955.
4
Global minimum essential requirements: a road towards competence-oriented medical education.全球医学教育最基本要求：通往以能力为导向的医学教育之路。
Med Teach. 2002 Mar;24(2):125-9. doi: 10.1080/01421590220120740.
5
AMEE Guide No. 25: The assessment of learning outcomes for the competent and reflective physician.医学教育与评估协会指南第25号：胜任且具反思能力的医生学习成果评估
Med Teach. 2003 Nov;25(6):569-84. doi: 10.1080/0142159032000151907.
6
The assessment of Global Minimum Essential Requirements in medical education.医学教育全球最低基本要求的评估
Med Teach. 2003 Nov;25(6):589-95. doi: 10.1080/0142159032000151295.
7
Global minimum essential requirements in medical education.医学教育全球最低基本要求
Med Teach. 2002 Mar;24(2):130-5. doi: 10.1080/01421590220120731.
8
Developing learning outcomes for medical students and foundation doctors in palliative care: a national consensus-seeking initiative in Scotland.为医学生和姑息治疗基础医生制定学习成果：苏格兰一项全国性的寻求共识倡议。
Med Teach. 2014 May;36(5):441-6. doi: 10.3109/0142159X.2014.889289. Epub 2014 Mar 4.
9
The portfolio approach to competency-based assessment at the Cleveland Clinic Lerner College of Medicine.克利夫兰诊所勒纳医学院基于能力评估的组合方法。
Acad Med. 2007 May;82(5):493-502. doi: 10.1097/ACM.0b013e31803ead30.
10
Medical education featuring mastery learning with deliberate practice can lead to better health for individuals and populations.以刻意练习的掌握学习为特色的医学教育能够为个人和人群带来更健康的体魄。
Acad Med. 2011 Nov;86(11):e8-9. doi: 10.1097/ACM.0b013e3182308d37.

引用本文的文献

1
Digital Mindfulness Training for Burnout Reduction in Physicians: Clinician-Driven Approach.数字正念训练减轻医生职业倦怠：临床医生主导的方法
JMIR Form Res. 2025 Jan 24;9:e63197. doi: 10.2196/63197.
2
What competencies does an orthodontic postgraduate need?正畸研究生需要具备哪些能力？
BMC Med Educ. 2024 Dec 18;24(1):1461. doi: 10.1186/s12909-024-06475-y.
3
Insights into the meaning of medical students' studies. An online survey at two medical faculties.对医学生学习意义的认识。两所医学院的在线调查。
GMS J Med Educ. 2024 Sep 16;41(4):Doc45. doi: 10.3205/zma001700. eCollection 2024.
4
The hidden professionalism curriculum: Teach it, see it, do it and repeat!隐性专业素养课程：教授它、见证它、践行它并不断重复！
MedEdPublish (2016). 2024 May 28;14:39. doi: 10.12688/mep.20276.1. eCollection 2024.
5
Mapping Educational uncertainty stimuli to support health professions educators' in developing learner uncertainty tolerance.映射教育不确定性刺激以支持健康职业教育工作者培养学习者对不确定性的耐受性。
Adv Health Sci Educ Theory Pract. 2025 Feb;30(1):259-280. doi: 10.1007/s10459-024-10345-z. Epub 2024 Jun 13.
6
Evaluating competency-based medical education: a systematized review of current practices.基于能力的医学教育评估：当前实践的系统评价。
BMC Med Educ. 2024 Jun 3;24(1):612. doi: 10.1186/s12909-024-05609-6.
7
The identification of requirements for competency development during work-integrated learning in healthcare education.工作整合学习中医疗教育的能力发展需求的确定。
BMC Med Educ. 2024 Apr 22;24(1):427. doi: 10.1186/s12909-024-05428-9.
8
Progressive muscle relaxation in pandemic times: bolstering medical student resilience through IPRMP and Gagne's model.疫情时期的渐进性肌肉放松：通过IPRMP和加涅模型增强医学生的复原力
Front Psychol. 2024 Mar 13;15:1240791. doi: 10.3389/fpsyg.2024.1240791. eCollection 2024.
9
Patient Perceptions of Medical Students' Involvement in Clinical Classes: A Cross-Sectional Survey.患者对医学生参与临床课程的看法：一项横断面调查。
Patient Prefer Adherence. 2024 Feb 3;18:301-313. doi: 10.2147/PPA.S444797. eCollection 2024.
10
Investigating the advantages and disadvantages of electronic logbooks for education goals promotion in medical sciences students: A systematic review.调查电子日志对促进医科学生教育目标的利弊：一项系统综述。
Health Sci Rep. 2023 Dec 19;6(12):e1776. doi: 10.1002/hsr2.1776. eCollection 2023 Dec.