Ramaekers Stephan P J, van Beukelen Peter, Kremer Wim D J, van Keulen Hanno, Pilot Albert
Utrecht University, Utrecht, the Netherlands.
J Vet Med Educ. 2011 Winter;38(4):360-72. doi: 10.3138/jvme.38.4.360.
We examined the design of a course that aims to ease the transition from pre-clinical learning into clinical work. This course is based on the premise that many of the difficulties with which students are confronted in this transition result from a lack of experience in applying knowledge in real practice situations. It is focused on the development of competence in solving clinical problems; uses an instructional model with alternating clinical practicals, demonstrations, and tutorials; and extends throughout the last pre-clinical year. We used a "proof-of-concept" approach to establish whether the core principles of the course design are feasible with regard to achieving the intended results. With the learning functions and processes as a frame of reference, retrospective analysis of the course's design features shows that this design matches the conditions from theories of the development of competence in solving clinical problems and instructional design. Three areas of uncertainty in the design are identified: the quality of the cases (information, openness), effective teaching (student and teacher roles), and adjustment to the development of competence (progress, coherence).
我们研究了一门旨在缓解从临床前学习向临床工作过渡的课程设计。本课程基于这样一个前提，即学生在这一过渡过程中面临的许多困难源于缺乏在实际实践中应用知识的经验。它侧重于培养解决临床问题的能力；采用一种包含交替进行临床实践、示范和辅导的教学模式；并贯穿临床前的最后一年。我们采用了一种“概念验证”方法来确定课程设计的核心原则在实现预期结果方面是否可行。以学习功能和过程为参考框架，对课程设计特点的回顾性分析表明，这种设计符合解决临床问题能力发展理论和教学设计的条件。确定了设计中存在不确定性的三个方面：案例质量（信息、开放性）、有效教学（学生和教师角色）以及对能力发展的调整（进展、连贯性）。
