Bendigo Regional Clinical School and North Victorian Rural Medical Education Network, School of Rural Health, Monash University, Melbourne, Australia.
Acad Med. 2012 Jun;87(6):807-14. doi: 10.1097/ACM.0b013e318253226a.
The learning objectives, curriculum content, and assessment standards for distributed medical education programs must be aligned across the health care systems and community contexts in which their students train. In this article, the authors describe their experiences at Monash University implementing a distributed medical education program at metropolitan, regional, and rural Australian sites and an offshore Malaysian site, using four different implementation models. Standardizing learning objectives, curriculum content, and assessment standards across all sites while allowing for site-specific implementation models created challenges for educational alignment. At the same time, this diversity created opportunities to customize the curriculum to fit a variety of settings and for innovations that have enriched the educational system as a whole.Developing these distributed medical education programs required a detailed review of Monash's learning objectives and curriculum content and their relevance to the four different sites. It also required a review of assessment methods to ensure an identical and equitable system of assessment for students at all sites. It additionally demanded changes to the systems of governance and the management of the educational program away from a centrally constructed and mandated curriculum to more collaborative approaches to curriculum design and implementation involving discipline leaders at multiple sites.Distributed medical education programs, like that at Monash, in which cohorts of students undertake the same curriculum in different contexts, provide potentially powerful research platforms to compare different pedagogical approaches to medical education and the impact of context on learning outcomes.
分布式医学教育计划的学习目标、课程内容和评估标准必须与学生培训所在的医疗保健系统和社区环境相匹配。本文作者描述了他们在莫纳什大学的经验，即在澳大利亚的大都市、地区和农村以及马来西亚的海外站点实施分布式医学教育计划，使用了四种不同的实施模式。在允许特定于站点的实施模型的同时，使所有站点的学习目标、课程内容和评估标准标准化，这给教育一致性带来了挑战。与此同时，这种多样性为定制适合各种环境的课程以及为整个教育系统丰富的创新提供了机会。
开发这些分布式医学教育计划需要详细审查莫纳什的学习目标和课程内容及其与四个不同站点的相关性。它还需要审查评估方法，以确保所有站点的学生都有相同和公平的评估系统。它还要求改变治理系统和教育计划的管理，从集中构建和授权的课程转向更具协作性的课程设计和实施方法，涉及多个站点的学科领导者。
像莫纳什这样的分布式医学教育计划，其中学生群体在不同的环境中接受相同的课程，为比较医学教育的不同教学方法以及环境对学习成果的影响提供了潜在强大的研究平台。
