Talbot Martin
Institute of Education, University of London, London, UK.
Med Educ. 2004 Apr;38(4):399-408. doi: 10.1046/j.1365-2923.2004.01778.x.
Higher specialist training in the UK is to be further shortened in the absence of any valid educational evidence for the wisdom of this move. Some practitioners/teachers are becoming increasingly concerned at this.
Whereas the optimum length of time for such training is as yet undetermined, there is much in medical practice that resonates with the thinking of recent authors, who recommend slow incubation and facilitated reflection on experience, which steeps the learner in a hidden curriculum of practice, and entrains intuitive, "slow mode" thinking. This engagement necessarily takes time. The author has surveyed some of the recent literature on problem solving, cognitive neuroscience, artificial intelligence and learning for practice, and discusses his conclusions. These are unsettling.
Further truncation of the length of higher specialist training must be supported by robust educational evidence that supports this reduction. The author advises caution.
在缺乏任何有效教育依据证明此举合理性的情况下，英国的高级专科培训将进一步缩短。一些从业者/教师对此愈发担忧。
尽管此类培训的最佳时长尚未确定，但医学实践中有许多内容与近期作者的观点相呼应，他们建议进行缓慢的酝酿，并促进对经验的反思，这会让学习者沉浸在实践的隐性课程中，并培养直观的“慢模式”思维。这种参与必然需要时间。作者查阅了一些近期关于问题解决、认知神经科学、人工智能和实践学习的文献，并讨论了他的结论。这些结论令人不安。
高级专科培训时长的进一步缩短必须有强有力的教育依据支持这种减少。作者建议谨慎行事。
