Department of Surgery, Northwestern University Feinberg School of Medicine, Chicago, Illinois 60611, USA.
Acad Med. 2011 Apr;86(4):453-9. doi: 10.1097/ACM.0b013e31820defbe.
Medical school faculty members are charged with the critical responsibility of preparing the future physician and medical scientist workforce. Recent reports suggest that medical school curricula have not kept pace with societal needs and that medical schools are graduating students who lack the knowledge and skills needed to practice effectively in the 21st century. The majority of faculty members want to be effective teachers and graduate well-prepared medical students, but multiple and complex factors-curricular, cultural, environmental, and financial-impede their efforts. Curricular impediments to effective teaching include unclear definitions of and disagreement on learning needs, misunderstood or unstated goals and objectives, and curriculum sequencing challenges. Student and faculty attitudes, too few faculty development opportunities, and the lack of an award system for teaching all are major culture-based barriers. Environmental barriers, such as time limitations, the setting, and the physical space in which medical education takes place, and financial barriers, such as limited education budgets, also pose serious challenges to even the most committed teachers. This article delineates the barriers to effective teaching as noted in the literature and recommends action items, some of which are incremental whereas others represent major change. Physicians-in-training, medical faculty, and society are depending on medical education leaders to address these barriers to effect the changes needed to enhance teaching and learning.
医学院的教职员工肩负着培养未来医生和医学科学家的重要责任。最近的报告表明，医学院的课程设置未能跟上社会的需求，医学院的毕业生缺乏在 21 世纪有效实践所需的知识和技能。大多数教师希望成为有效的教育者，并培养出准备充分的医学生，但多种复杂的因素——课程、文化、环境和经济——阻碍了他们的努力。有效教学的课程障碍包括对学习需求的定义不清和意见不一致、对目标和目的的误解或未阐明、以及课程顺序的挑战。学生和教师的态度、教师发展机会太少以及缺乏教学奖励制度，都是主要的基于文化的障碍。环境障碍，如时间限制、教学环境以及医学教育进行的物理空间，以及经济障碍，如有限的教育预算，即使对最有决心的教师来说，也构成了严重的挑战。本文阐述了文献中提到的有效教学的障碍，并提出了行动项目，其中一些是渐进式的，而另一些则代表了重大变革。接受培训的医生、医学教师和社会都依赖医学教育领导者来解决这些障碍，以实现加强教学和学习所需的变革。
