Boudreau J Donald, Cassell Eric J, Fuks Abraham
Office of Curriculum Development and Physicianship Program, McGill University, QC, Canada.
Med Teach. 2008;30(9-10):857-62. doi: 10.1080/01421590802331446.
Observation is a fundamental skill for physicians and it is has been the subject of a resurgent interest. Although strategies for teaching observation have been described previously, many of them linked conceptually to emerging insights in visual literacy and aesthetic development, principles of clinical observation have not been elucidated.
The purpose of this study was to develop a set of principles that would be useful in guiding educators teach medical students how to observe.
The authors conducted a comprehensive review of the literature on the history and theory of clinical observation. They then consulted a group of individuals from a highly diverse background who, based on the nature of their work, were considered to have expertise in observation.
Informed by the literature and the group of experts, the authors developed a set of four guiding principles relating to pedagogy and eight core principles of clinical observation. In the context of curriculum renewal at the Faculty of Medicine, McGill University, these principles were then used to create specific teaching modules.
Principles that are pragmatic in nature, anchored in a theoretical framework of visual competence and applicable to medical education have been developed and successfully deployed.
观察是医生的一项基本技能，并且重新成为人们关注的焦点。尽管之前已经描述了观察教学的策略，其中许多在概念上与视觉素养和审美发展方面的新见解相关联，但临床观察的原则尚未阐明。
本研究的目的是制定一套有助于指导教育工作者教授医学生如何观察的原则。
作者对有关临床观察的历史和理论的文献进行了全面综述。然后，他们咨询了一群背景高度多样化的人，根据他们的工作性质，这些人被认为在观察方面具有专业知识。
在文献和专家小组的指导下，作者制定了一套与教学法相关的四项指导原则和临床观察的八项核心原则。在麦吉尔大学医学院课程更新的背景下，这些原则随后被用于创建特定的教学模块。
已经制定并成功应用了本质上务实、基于视觉能力理论框架且适用于医学教育的原则。
