Bastable Ruth, Bateman Hilarie, Hibble Arthur, Wells Christina
Eastern Deanery, Fulbourn, Cambridge, UK.
Med Teach. 2005 Mar;27(2):127-9. doi: 10.1080/01421590500061311.
This article describes what happened when we attempted to set up an educational development project to design a syllabus and implementation strategy for GP education in England. Grounded in good practice our approach involved consultations with a range of relevant professionals. Because we adopted a rigorous approach to the definition of our plans and to the recording of data collected we attracted research ethics and research governance attention. The governance processes involved were cumbersome. Requirements were inconsistent and there was also much replication. Considerable resources were consumed. We question some of the implications of our experience for educational development projects in terms of quality assurance, resources and professional inclusivity.
本文描述了我们试图设立一个教育发展项目，为英格兰的全科医生教育设计教学大纲和实施策略时所发生的事情。基于良好实践，我们的方法包括与一系列相关专业人员进行磋商。由于我们对计划的定义和所收集数据的记录采用了严谨的方法，我们引起了研究伦理和研究治理方面的关注。所涉及的治理流程繁琐。要求不一致，而且还有大量重复工作。消耗了大量资源。我们从质量保证、资源和专业包容性方面质疑我们的经验对教育发展项目的一些影响。
