Sefton Ann Jervie
Faculty of Medicine, University of Sydney, NSW, Australia.
Med Princ Pract. 2004 Sep-Oct;13(5):239-48. doi: 10.1159/000079521.
Internationally, medical education has increasingly been the subject of scrutiny and debate. This article represents a review of the burgeoning literature on medical education. The focus is on encouraging teachers to improve the quality of students' learning. The educational rationale for some of the major current developments is considered. Change imposes significant challenges for teachers and students, although there are helpful examples from the literature. The curriculum must be internally consistent, based on well-defined educational principles and effectively managed. Goals or outcomes--broadly defined--must be debated and determined so that they are clear to staff, students and the community. Several interrelated issues must be considered and resolved--student selection, specification of content, identification of core clinical skills and broader academic and professional behaviours. The most effective educational processes must be determined in order to support active learning. Problem-based learning is now well established and its underlying principles are discussed. Assessment of students must encourage learning and ensure that well-defined academic and professional skills are achieved. Programmes must be subject to evaluation so that the quality of the experiences of students, staff and patients is progressively improved. In order to develop effective skills in teaching and in the management of programmes, teachers need to be supported by good staff development.
在国际上，医学教育日益成为审视和辩论的主题。本文对医学教育领域不断涌现的文献进行了综述。重点在于鼓励教师提高学生的学习质量。文中探讨了当前一些主要发展趋势背后的教育原理。变革给教师和学生带来了重大挑战，不过文献中也有一些有益的实例。课程必须基于明确的教育原则，内部保持一致，并得到有效管理。必须对宽泛定义的目标或成果进行讨论并确定，以便让教职员工、学生和社会都清楚明了。必须考虑并解决几个相互关联的问题——学生选拔、内容规范、核心临床技能的确定以及更广泛的学术和职业行为。必须确定最有效的教育过程以支持主动学习。基于问题的学习现已得到广泛认可，并对其基本原则进行了讨论。对学生的评估必须促进学习，并确保学生掌握明确的学术和专业技能。课程必须接受评估，以便逐步提高学生、教职员工和患者的体验质量。为了培养有效的教学技能和课程管理技能，教师需要良好的师资发展支持。
