Gilbert Program in Medical Simulation, Harvard Medical School, Boston, MA 02115, USA.
Adv Physiol Educ. 2011 Sep;35(3):252-9. doi: 10.1152/advan.00043.2011.
In the natural world, learning emerges from the joy of play, experimentation, and inquiry as part of everyday life. However, this kind of informal learning is often difficult to integrate within structured educational curricula. This report describes an educational program that embeds naturalistic learning into formal high school, college, and graduate school science class work. Our experience is based on work with hundreds of high school, college, and graduate students enrolled in traditional science classes in which mannequin simulators were used to teach physiological principles. Specific case scenarios were integrated into the curriculum as problem-solving exercises chosen to accentuate the basic science objectives of the course. This report also highlights the historic and theoretical basis for the use of mannequin simulators as an important physiology education tool and outlines how the authors' experience in healthcare education has been effectively translated to nonclinical student populations. Particular areas of focus include critical-thinking and problem-solving behaviors and student reflections on the impact of the teaching approach.
在自然界中，学习是从日常生活中玩耍、实验和探究的乐趣中产生的。然而，这种非正式学习往往很难融入到有组织的教育课程中。本报告描述了一个将自然学习融入正规高中、大学和研究生科学课程的教育项目。我们的经验是基于数百名在传统科学课上学习的高中生、大学生和研究生的工作经验，他们使用人体模型模拟器来教授生理原理。具体的案例情景被整合到课程中，作为解决问题的练习，以突出课程的基础科学目标。本报告还强调了使用人体模型模拟器作为重要生理学教育工具的历史和理论基础，并概述了作者在医疗保健教育方面的经验如何有效地转化为非临床学生群体。特别关注的领域包括批判性思维和解决问题的行为，以及学生对教学方法的影响的反思。
