Institute of Clinical Education, Peninsula College of Medicine and Dentistry, C415 Portland Square, Drake Circus, Plymouth, UK.
Med Teach. 2010;32(9):727-32. doi: 10.3109/0142159X.2010.497828.
The UK shares many characteristics with other western developed countries, including a current adherence to the view that defining educational outcomes enables improvements in learning and teaching and a more effective management of the learning and assessment process. There are, however, some features that make UK medical education unique or that give it a distinctive flavour. This article looks at the various forces that shape medical education in the UK and the structures that underpin its delivery, and discusses the distinctive climate that is produced, in which doctors, students and medical teachers are expected to work. We examine and assess these special features of UK medical education and report on the ways in which medical education and medical educators are adapting to the complex and constantly changing environment. We conclude that the healthcare and higher education systems in the UK face unprecedented economic and political challenges over the coming years. Medical educators working within these systems have an important role in ensuring that these challenges are met and that standards are maintained and improved. A stronger professional architecture to support careers in medical education is needed to ensure that those involved in teaching medical students and doctors have the necessary training, time, resources and incentives to do it effectively.
英国与其他西方发达国家有许多共同特点，包括当前坚持认为，明确教育成果可以促进学习和教学的改进，并更有效地管理学习和评估过程。然而，也有一些特点使英国医学教育具有独特性或赋予其独特的风格。本文探讨了塑造英国医学教育的各种力量以及支撑其教学的结构，并讨论了由此产生的独特氛围，在这种氛围中，医生、学生和医学教师都需要工作。我们研究和评估了英国医学教育的这些特殊特征，并报告了医学教育和医学教育者如何适应复杂且不断变化的环境。我们的结论是，英国的医疗保健和高等教育系统在未来几年将面临前所未有的经济和政治挑战。在这些系统中工作的医学教育者在确保应对这些挑战以及维持和提高标准方面发挥着重要作用。需要建立更强大的专业架构来支持医学教育领域的职业发展，以确保参与教授医学生和医生的人员具备必要的培训、时间、资源和激励措施，从而有效地开展教学工作。
