The Michener Institute for Applied Health Sciences, Toronto, Ontario, Canada.
Med Teach. 2012;34(3):e176-84. doi: 10.3109/0142159X.2012.642829.
In response to current trends in healthcare education, teachers at the Michener Institute for Applied Health Sciences implemented a New Curriculum Model (NCM) in 2006, building a curriculum to better transition students from didactic to clinical education. Through the implementation of interprofessional education and simulated clinical scenarios, educators created a setting to develop, contextualize and apply students' skills before entry to the clinical environment.
In this pilot study, researchers assessed the impact of the NCM intervention on student preparedness for clinical practicum.
A mixed-methods evaluation was conducted, collecting survey assessments and qualitative focus group feedback from clinical educators and students.
Clinical educators identified Michener NCM students to be significantly better prepared for clinical practicum when compared to previous cohorts (p < 0.05%). Students also noted significant improvements as implementation issues were resolved from years one to two of the NCM.
The infusion of simulation and interprofessional education into Michener's applied health curricula resulted in a significant improvement in clinical preparedness. The Michener NCM bridged the gap previously separating didactic education and clinical practice, transitioning applied health students from trained technicians to more complete health care professionals.
为了顺应医疗保健教育的当前趋势，米切纳应用健康科学学院的教师于 2006 年实施了新课程模式（NCM），构建了一个课程，以更好地让学生从理论教学过渡到临床教育。通过实施跨专业教育和模拟临床情景，教育工作者创造了一个环境，以便在学生进入临床环境之前发展、使技能情境化并应用他们的技能。
在这项试点研究中，研究人员评估了 NCM 干预对学生准备临床实习的影响。
采用混合方法评估，从临床教育者和学生那里收集调查评估和定性焦点小组反馈。
与之前的队列相比，临床教育者认为米切纳 NCM 学生在临床实习方面准备得更充分（p<0.05%）。随着 NCM 实施的头两年中解决了实施问题，学生们也注意到了显著的改进。
将模拟和跨专业教育融入米切纳的应用健康课程中，显著提高了临床准备情况。米切纳 NCM 弥合了之前将理论教学与临床实践分开的差距，将应用健康专业的学生从训练有素的技术人员转变为更全面的医疗保健专业人员。
