Harden R M, Crosby J R, Davis M H, Friedman M
Med Teach. 1999;21(6):546-52. doi: 10.1080/01421599978951.
Increased attention is being paid to the specification of learning outcomes.This paper provides a framework based on the three-circle model: what the doctor should be able to do ('doing the right thing'), the approaches to doing it ('doing the thing right') and the development of the individual as a professional ('the right person doing it').Twelve learning outcomes are specified, and these are further subdivided.The different outcomes have been defined at an appropriate level of generality to allow adaptability to the phases of the curriculum, to the subject matter, to the instructional methodology and to the students' learning needs. Outcomes in each of the three areas have distinct underlying characteristics.They move from technical competences or intelligences to meta-competences including academic, emotional, analytical, creative and personal intelligences. The Dundee outcome model offers an intuitive, user-friendly and transparent approach to communicating learning outcomes. It encourages a holistic and integrated approach to medical education and helps to avoid tension between vocational and academic perspectives.The framework can be easily adapted to local needs. It emphasizes the relevance and validity of outcomes to medical practice.The model is relevant to all phases of education and can facilitate the continuum between the different phases. It has the potential of facilitating a comparison between different training programmes in medicine and between different professions engaged in health care delivery.
人们越来越关注学习成果的明确性。本文提供了一个基于三圈模型的框架：医生应该能够做什么（“做正确的事”）、做事的方法（“正确地做事”）以及作为专业人员的个人发展（“合适的人做这件事”）。确定了十二个学习成果，并对其进行了进一步细分。不同的成果在适当的通用水平上进行了定义，以适应课程阶段、主题内容、教学方法和学生的学习需求。三个领域中的每个领域的成果都有不同的潜在特征。它们从技术能力或智力发展到元能力，包括学术、情感、分析、创造和个人智力。邓迪成果模型为传达学习成果提供了一种直观、用户友好且透明的方法。它鼓励对医学教育采取整体和综合的方法，并有助于避免职业和学术观点之间的紧张关系。该框架可以很容易地适应当地需求。它强调成果与医学实践的相关性和有效性。该模型与教育的所有阶段相关，并可以促进不同阶段之间的连续性。它有可能促进医学中不同培训计划之间以及从事医疗保健服务的不同职业之间的比较。
