Judd Nanette L K, Sakamoto Karen K, Hishinuma Earl S, DeCambra Chessa, Malate Agnes R
Department of Native Hawaiian Health, University of Hawai'i John A. Burns School of Medicine, Honolulu, Hawai'i 96813-5525, USA.
Pac Health Dialog. 2007 Mar;14(1):199-204.
This paper describes an educational model that provides opportunities in medicine to students from disadvantaged backgrounds that have a commitment to serve in areas of need, and it presents guidelines on how this model could be adapted to various settings. From 1973 to 2002, the Imi Ho'ola Program (Hawaiian for "Those Who Seek to Heal") of the University of Hawai'i John A. Burns School of Medicine (JABSOM) has provided opportunities in medicine to 379 students from disadvantaged backgrounds. In 1995-1996, Imi Ho'ola underwent a transformation from a pre-medical enrichment program to a post-baccalaureate program that included provisional acceptance and financial support into JABSOM for students who successfully completed the program. As a result, the acceptance rate increased from 47.6% to 98.0%. In addition to provisional acceptance to JABSOM and financial support, the program's educational model incorporates five components, the key factors of the program's success: 1) JABSOM commitment and the institutionalization of the program; 2) emphasis placed on a comprehensive approach and the implementation of a curriculum and learning process that are aligned with JABSOM curricula; 3) faculty and staff who support the instructional methodology and work as a team to address students' needs; 4) assessment of students and systematic feedback regarding individualized education plans and academic and non-academic progress; and 5) a positive learning environment for students. Guidelines are provided in this article for consideration in adapting this educational model to other academic settings.
本文介绍了一种教育模式，该模式为来自弱势背景且有志于在需求地区服务的学生提供医学学习机会，并提出了如何将此模式应用于各种环境的指导方针。1973年至2002年期间，夏威夷大学约翰·A·伯恩斯医学院（JABSOM）的伊米·霍奥拉项目（夏威夷语，意为“寻求治愈者”）为379名来自弱势背景的学生提供了医学学习机会。1995 - 1996年，伊米·霍奥拉项目从一个医学预科强化项目转变为一个学士学位后项目，成功完成该项目的学生可获得JABSOM的临时录取资格和经济支持。结果，录取率从47.6%提高到了98.0%。除了JABSOM的临时录取资格和经济支持外该项目的教育模式还包含五个组成部分，这些是该项目成功的关键因素：1）JABSOM的承诺以及该项目的制度化；2）强调采用综合方法，并实施与JABSOM课程相一致的课程和学习过程；3）支持教学方法并作为一个团队来满足学生需求的教职员工；4）对学生的评估以及关于个性化教育计划和学业与非学业进展的系统反馈；5）为学生营造积极的学习环境。本文提供了指导方针，以供在将这种教育模式应用于其他学术环境时参考。
