University of Plymouth, Peninsula Medical School, The Knowledge Spa, Royal Cornwall Hospital, Cornwall, UK.
Med Teach. 2012;34(7):543-7. doi: 10.3109/0142159X.2012.678424. Epub 2012 May 28.
Where changing social circumstances demand reform of medicine, this in turn provokes new thinking in medical education. Curriculum changes, however, are often ill conceived, consisting of syllabus (content) modification, rather than careful consideration of fundamental principles and theory shaping a curriculum process initiative. The undergraduate medicine and surgery curriculum of the future must address some basic fault lines in current provision, such as medical culture's failure to democratise work practices ensuring patient safety. While acquiring a reputation as innovative and progressive, and after a decade of success with current provision, Peninsula Medical School (UK) has recognised the need to develop its curriculum for the future. Such a curriculum will be guided by best evidence from medical education to inform pedagogical practices and by sophisticated curriculum theory. Drawing on social learning pedagogies and curriculum reconceptualisation models for guidance, and incorporating evaluation of its current provision and published evaluations of other curricula (particularly Longitudinal Integrated models), fundamental principles were conceived to guide curriculum reform.
当社会环境变化需要医学改革时，这反过来又会引发医学教育的新思维。然而，课程改革往往考虑不周，只是对课程内容进行修改，而不是仔细考虑构成课程过程的基本原则和理论。未来的本科医学和外科学课程必须解决当前教学中存在的一些基本问题，例如医学文化未能使确保患者安全的工作实践民主化。在获得创新和进步的声誉，并在当前教学取得十年成功之后，半岛医学院（英国）已经认识到需要为未来发展其课程。这样的课程将以医学教育的最佳证据为指导，告知教学实践，并以复杂的课程理论为指导。借鉴社会学习教学法和课程再概念化模型的指导，结合对当前教学的评估和对其他课程（特别是纵向综合模式）的已发表评估，构思了基本原则以指导课程改革。
