Université Laval, Canada.
Med Teach. 2009 Nov;31(11):e507-13. doi: 10.3109/01421590902842409.
Clinical teachers are sometimes challenged by residents who seem too busy to concentrate on their learning. In such situations, teachers must be aware to diagnose underlying problems in learners and to effectively help them maximize learning while minimizing time and energy requirements.
To develop a learner-centered model to improve efficiency of clinical teaching.
We reviewed the literature on educational diagnosis, self-directed learning, and effective/efficient teaching to put together a new model.
The Learner-Centered Approach to Raise Efficiency (L-CARE) in Clinical Teaching is inspired from the well-known patient-centered clinical method. Using the L-CARE in clinical teaching involves: (1) addressing the learners' feelings regarding their environment as well as patient care and study issues, which provides a good learning climate facilitating educational diagnosis and management of issues that could impair learning; (2) establishing a learning contract (expectations); (3) sharing resources and strategies (ideas) that should be effective without wasting time or energy; (4) self-assessment and constructive feedback (impact). These steps are grounded in self-directed learning theory to improve motivation and ensure that learners concentrate on their own needs to promote learning efficiency.
The L-CARE model integrates educational diagnosis principles, self-directed learning theory, and efficient teaching strategies to improve efficiency of clinical teaching.
临床教师有时会遇到似乎太忙而无法集中精力学习的住院医师。在这种情况下，教师必须意识到要诊断学习者潜在的问题，并在最小化时间和精力要求的同时有效地帮助他们最大限度地学习。
开发以学习者为中心的模型，以提高临床教学的效率。
我们回顾了关于教育诊断、自主学习和有效/高效教学的文献，以整合出一个新的模型。
受著名的以患者为中心的临床方法的启发，我们提出了以学习者为中心的临床教学提高效率法（L-CARE）。在临床教学中使用 L-CARE 包括：（1）解决学习者对环境以及患者护理和学习问题的感受，为教育诊断和管理可能影响学习的问题提供良好的学习氛围；（2）建立学习合同（期望）；（3）分享资源和策略（想法），这些应该是有效的，而不会浪费时间或精力；（4）自我评估和建设性反馈（影响）。这些步骤基于自主学习理论，以提高动机，并确保学习者专注于自己的需求，从而促进学习效率。
L-CARE 模型整合了教育诊断原则、自主学习理论和高效教学策略，以提高临床教学的效率。
