Wiest H L, Kennedy D A
J Fam Pract. 1975 Dec;2(6):433-7.
This article, the second in a series on a predoctoral curriculum in family medicine, describes in detail the processes involved in planning, implementing, and evaluating the first-year medical school core course at Hershey. The major teaching methods described are seminars, clinical correlation conferences, and practice tutorials. Student involvement in curriculum planning and teaching, flexibility and variability in modalities used, development of close relationships between faculty and students, pairing of seasoned and neophyte teachers, weekly review-preview conferences of students and faculty, and oral examinations are cited as key factors in acceptance of this curriculum by both faculty and students.
本文是关于家庭医学博士前课程系列文章的第二篇，详细描述了规划、实施和评估赫尔希医学院第一年核心课程所涉及的过程。所描述的主要教学方法包括研讨会、临床关联会议和实践辅导课。学生参与课程规划和教学、所使用教学方式的灵活性和多样性、师生之间密切关系的建立、经验丰富教师与新手教师的配对、师生每周的复习预习会议以及口试，被认为是该课程被教师和学生接受的关键因素。
