McNeil H Patrick, Hughes Chris S, Toohey Susan M, Dowton S Bruce
Faculty of Medicine, Office of Medical Education, University of New South Wales, Sydney, Australia.
Med Teach. 2006 Sep;28(6):527-34. doi: 10.1080/01421590600834229.
An innovative medical curriculum at the University of New South Wales (UNSW) has been developed through a highly collaborative process aimed at building faculty ownership and ongoing sustainability. The result is a novel capability-based program that features early clinical experience and small-group teaching, which offers students considerable flexibility and achieves a high degree of alignment between graduate outcomes, learning activities and assessments. Graduate capabilities that focus student learning on generic outcomes are described (critical evaluation, reflection, communication and teamwork) along with traditional outcomes in biomedical science, social aspects, clinical performance and ethics. Each two-year phase promotes a distinctive learning process to support and develop autonomous learning across six years. The approaches emphasize important adult education themes: student autonomy; learning from experience; collaborative learning; and adult teacher-learner relationships. Teaching in each phase draws on stages of the human life cycle to provide an explicit organization for the vertical integration of knowledge and skills. A learning environment that values the social nature of learning is fostered through the program's design and assessment system, which supports interdisciplinary integration and rewards students who exhibit self-direction. Assessment incorporates criterion referencing, interdisciplinary examinations, a balance between continuous and barrier assessments, peer feedback and performance assessments of clinical competence. A portfolio examination in each phase, in which students submit evidence of reflection and achievement for each capability, ensures overall alignment.
新南威尔士大学（UNSW）通过高度协作的过程开发了一门创新的医学课程，旨在增强教师的主人翁意识并实现持续的可持续性。其成果是一个新颖的基于能力的课程项目，该项目具有早期临床经验和小组教学的特点，为学生提供了相当大的灵活性，并在毕业生成果、学习活动和评估之间实现了高度一致。描述了将学生学习重点放在通用成果上的毕业生能力（批判性评估、反思、沟通和团队合作），以及生物医学科学、社会方面、临床实践和伦理方面的传统成果。每两年的阶段都促进一个独特的学习过程，以支持和培养学生在六年内的自主学习。这些方法强调重要的成人教育主题：学生自主性；从经验中学习；合作学习；以及成人教师与学习者的关系。每个阶段的教学都借鉴人类生命周期的阶段，为知识和技能的纵向整合提供明确的架构。通过该项目的设计和评估系统营造了一个重视学习社会性的学习环境，该系统支持跨学科整合，并奖励表现出自我导向能力的学生。评估包括标准参照、跨学科考试、持续评估与阶段性评估之间的平衡、同伴反馈以及临床能力的表现评估。每个阶段的档案袋考试要求学生提交每项能力的反思和成就证据，以确保整体一致性。
