Stagnaro-Green Alex
UMDNJ-New Jersey Medical School, Newark 07107-3000, USA.
Med Teach. 2004 Feb;26(1):79-85. doi: 10.1080/01421590310001642957.
An extensive literature on adult learning principles has been developed over the last 40 years. Simultaneously, undergraduate medical educational programs have undergone varying degrees of curricular reform. The present paper discusses the educational and societal factors that have functioned as a catalyst for innovations in medical education, and reviews the major initiatives which have been undertaken. Data are analyzed to assess the extent to which some of these changes have been incorporated into medical curricula. A comprehensive review of adult learning principles is than presented, in order to provide a framework for the incorporation of principles of adult learning into the next wave of medical education reform. The review of adult learning principles reveals that undergraduate medical educational reform has underutilized the robust literature on adult learning. The present paper concludes with suggestions for medical education reform that incorporates the principles of adult learning and discusses the major impediment to curricular reform.
在过去40年里，已形成了大量关于成人学习原则的文献。与此同时，本科医学教育项目也经历了不同程度的课程改革。本文讨论了促成医学教育创新的教育和社会因素，并回顾了已开展的主要举措。对数据进行分析，以评估其中一些变化在多大程度上已纳入医学课程。随后对成人学习原则进行全面综述，以便为将成人学习原则纳入下一轮医学教育改革提供一个框架。对成人学习原则的综述表明，本科医学教育改革未能充分利用关于成人学习的丰富文献。本文最后提出了纳入成人学习原则的医学教育改革建议，并讨论了课程改革的主要障碍。
