Howe Amanda
School of Medicine, Health Policy & Practice, University of East Anglia, Norwich, UK.
Med Teach. 2003 Sep;25(5):485-7. doi: 10.1080/01421590310001605624.
This article is based on a workshop run at AMEE Lisbon, building on work from previous conferences and reported in Medical Teacher (Howe, 2002a). The 30 workshop participants were particularly asked to address the question 'What would you consider essential to include in a medical education curriculum that wishes to teach and assess professional development?'. This question was posed without further constraints, ie. regardless of whether undergraduate or postgraduate, the country or situation of the participant, and the type of setting in which they worked. Participants were invited to consider all aspects of the question, and no assumption was made about the need to reach a consensus. The workshop divided into two groups and shared ideas. This paper presents the main emergent points from discussion, for interest and further collaboration; the level of agreement was considerable, consistent with the peer reviewed literature (Howe, 2002b). The conclusions are therefore shared in the 'Twelve Tips' format as a pragmatic framework for those wishing to review their own curriculum with reference to professional development (PD) issues, or when setting up new opportunities.
本文基于在里斯本AMEE举办的一次研讨会，该研讨会以先前会议的工作为基础，并在《医学教育者》（豪，2002a）上有报道。特别要求30名研讨会参与者回答“对于希望教授和评估专业发展的医学教育课程而言，你认为必须包含哪些内容？”这一问题。提出该问题时没有进一步的限制条件，即无论参与者是本科生还是研究生，来自哪个国家或处于何种情况，以及他们工作的机构类型。邀请参与者考虑问题的所有方面，并且没有假定需要达成共识。研讨会分成两组并分享想法。本文呈现了讨论中出现的主要要点，以供参考和进一步合作；达成的共识程度相当高，与同行评审文献（豪，2002b）一致。因此，结论以“十二条建议”的形式呈现，作为一个实用框架，供那些希望参照专业发展（PD）问题审查自身课程或设立新机会的人使用。
