University of California-San Francisco School of Medicine, CA, USA.
Med Teach. 2011;33(7):547-50. doi: 10.3109/0142159X.2011.578173.
In both 1910 and 2010, The Carnegie Foundation for the Advancement of Teaching used existing educational innovations and learning theory to point the way to the future of medical education. Flexner's transformative report of 1910 was strongly influenced by the innovative curriculum at Johns Hopkins University School of Medicine and by educational principles of the Progressive Era. In 1912, Flexner wrote a similar critique of medical education in Europe. These two reports have powerfully shaped medical education for the past century. Yet much has changed since then, which prompted The Carnegie Foundation for the Advancement of Teaching to commission another report that was published in 2010. Drawing on contemporary educational innovations and research from the learning sciences, the authors make four recommendations for reform: (1) standardize on learning outcomes while individualizing the learning process, (2) integrate formal knowledge with clinical experience, (3) imbue habits of inquiry and improvement to achieve lifelong learning and excellence, and (4) explicitly cultivate the formation of professional identity. In this article, the author describes educational innovations and educational principles relevant to each of these four recommendations.
在 1910 年和 2010 年，卡内基教学促进基金会（Carnegie Foundation for the Advancement of Teaching）利用现有的教育创新和学习理论为医学教育的未来指明了方向。弗莱克斯纳（Flexner）1910 年的变革性报告深受约翰霍普金斯大学医学院（Johns Hopkins University School of Medicine）创新课程和进步时代教育原则的影响。1912 年，弗莱克斯纳（Flexner）还对欧洲的医学教育进行了类似的批评。这两份报告在过去一个世纪有力地塑造了医学教育。但自那时以来，情况发生了很大变化，这促使卡内基教学促进基金会（Carnegie Foundation for the Advancement of Teaching）委托撰写了另一篇报告，并于 2010 年发表。该报告借鉴了当代教育创新和学习科学的研究成果，提出了四项改革建议：（1）在个性化学习过程的同时，标准化学习成果；（2）将正式知识与临床经验相结合；（3）灌输探究和改进的习惯，以实现终身学习和卓越；（4）明确培养专业身份的形成。在本文中，作者描述了与这四项建议相关的教育创新和教育原则。
