Dawson-Saunders B, Feltovich P J, Coulson R L, Steward D E
Division of Psychometrics, National Board of Medical Examiners, Philadelphia, PA 19104.
Acad Med. 1990 Jul;65(7):448-54. doi: 10.1097/00001888-199007000-00008.
Insights from the cognitive sciences indicate a continuing need for physicians to understand conceptual knowledge from the basic sciences, despite recent concerns regarding the increasing amount of information in medicine and the growing emphasis on performance skills. A 1987 survey of selected basic science and clinical teachers in North American medical schools was undertaken to identify basic biomedical concepts that are important in the practice of medicine and to specify how difficult these are for students to learn, apply, or both. Responses from faculty (nominated by their deans to answer the survey) from 82% of the medical schools indicated considerable agreement between the basic science teachers and clinical teachers on the relative importance of a set of biomedical concepts, and showed relatively minor levels of disagreement on how difficult these concepts are. The judgments of these teachers could prove extremely useful in (1) determining concepts that--because of their importance--should receive special attention in curriculum efforts, and (2) determining concepts that--because of their difficulty--need "special handling."
认知科学的见解表明，尽管近期人们对医学信息的不断增加以及对实践技能的日益重视有所担忧，但医生仍持续需要理解基础科学的概念知识。1987年，针对北美医学院部分基础科学和临床教师开展了一项调查，旨在确定在医学实践中重要的基础生物医学概念，并明确学生学习、应用这些概念或两者兼而有之的难度。来自82%医学院的教师（由各自院长提名参与调查）的回复表明，基础科学教师和临床教师在一组生物医学概念的相对重要性上达成了相当程度的共识，且在这些概念的难易程度上分歧相对较小。这些教师的判断在以下两方面可能极具价值：（1）确定那些因其重要性而在课程设置中应予以特别关注的概念；（2）确定那些因其难度而需要“特殊处理”的概念。
