Association for Medical Education in Europe (AMEE), 484 Perth Road, Dundee, UK.
Med Educ. 2011 Aug;45(8):777-84. doi: 10.1111/j.1365-2923.2011.03934.x.
Many changes in medical education have occurred during the author's 50-year career in the field. The aim of this paper is to describe 10 lessons worth recording for others engaged in the training of health care professionals.
The first phase in the author's career occurred during 1960-1972 in Glasgow, where an interest in medical education developed alongside an engagement in clinical medicine and research into iodine metabolism. The second phase took place during 1972-2002 in Dundee, where, after working for a period as a clinician, the author made a full-time commitment to medical education. The third phase, from 2002 to the present, has provided the opportunity to explore new horizons in medical education.
The following lessons have been learned. (i) People are important as role models and collaborators. (ii) Innovation in medical education is a complex process and research findings can easily be misinterpreted. (iii) Nudges, interventions that encourage rather than mandate change, are valuable. (iv) Students are important players in planning, delivering and evaluating a curriculum. Each student has different needs and aspirations. They are the 'digital natives'. (v) Offer stakeholders practical solutions to problems that can be implemented. (vi) There is always something to learn outside one's own practice. Go to a conference or read a journal in a related field. (vii) Time spent recording one's work and publishing reports based on it is rewarding. (viii) Learn from history. We don't need to keep reinventing the wheel. (ix) Obtain independent funding. (x) Finally, and most importantly, have fun. Working in medical education can be exciting, fulfilling and hugely enjoyable.
在作者从事医学教育的 50 年职业生涯中，医学教育发生了许多变化。本文旨在为从事医疗保健专业人员培训的人员记录 10 个值得记录的经验教训。
作者职业生涯的第一个阶段发生在 1960 年至 1972 年的格拉斯哥，在那里，他对医学教育产生了兴趣，同时从事临床医学和碘代谢研究。第二个阶段发生在 1972 年至 2002 年的邓迪，在那里，作者在作为临床医生工作一段时间后，全身心投入医学教育。第三个阶段，从 2002 年至今，为医学教育探索新领域提供了机会。
作者学到了以下经验教训。（一）人作为榜样和合作者很重要。（二）医学教育创新是一个复杂的过程，研究结果很容易被误解。（三）推动，鼓励而不是强制改变的干预措施很有价值。（四）学生是规划、实施和评估课程的重要参与者。每个学生都有不同的需求和愿望。他们是“数字原住民”。（五）为利益相关者提供可以实施的实际解决方案。（六）在自己的实践之外，总有一些东西可以学习。参加会议或阅读相关领域的期刊。（七）花时间记录自己的工作并根据其发布报告是值得的。（八）从历史中学习。我们不需要不断地重新发明轮子。（九）获得独立资金。（十）最后，也是最重要的，玩得开心。从事医学教育工作可能会令人兴奋、充实和非常愉快。
