继续医学教育的范式转变：信息对可教时刻的影响。
The changing paradigm for continuing medical education: impact of information on the teachable moment.
作者信息
Leist J C, Kristofco R E
机构信息
Bowman Gray School of Medicine, Wake Forest University, Winston-Salem, North Carolina 27103.
出版信息
Bull Med Libr Assoc. 1990 Apr;78(2):173-9.
The teachable moment is the time when a learner is ready to accept new information for use conceptually or in practice. Adult educators are always searching for that "moment" and models in which it has been incorporated. This article reviews the changing paradigm for continuing education of the health professional and the impact of information from the context of university-based providers of continuing education and information. Providers of continuing education and information face similar external opportunities and threats. The continuing education provider is a "marginal dweller" in the organization. The information provider (the library), although moving in that direction as technology affects the way information is accessed and managed, is much more a part of the core institutional mission. These parallel conditions provide opportunities for both organizations to work closely together to identify successful models to serve the "teachable moments" of all health care practitioners. A range of new library roles that suggest strong interaction with continuing educators is presented. Workable models are identified as well as characteristics of successful models. Suggestions for survival for continuing educators and librarians in "stalking the teachable moment" are discussed.
可教时刻是指学习者准备好接受新信息以便在概念上或实践中加以运用的时机。成人教育工作者一直在寻找这样的“时刻”以及已将其纳入其中的模式。本文回顾了卫生专业人员继续教育不断变化的范式，以及基于大学的继续教育和信息提供者背景下信息的影响。继续教育和信息提供者面临类似的外部机遇和威胁。继续教育提供者在组织中是“边缘人”。信息提供者（图书馆）虽然随着技术影响信息获取和管理方式而朝着那个方向发展，但更是核心机构使命的一部分。这些并行的情况为两个组织紧密合作提供了机会，以确定成功的模式来服务于所有医疗保健从业者的“可教时刻”。本文介绍了一系列表明与继续教育工作者有强烈互动的新图书馆角色。确定了可行的模式以及成功模式的特点。讨论了继续教育工作者和图书馆员在“追踪可教时刻”方面的生存建议。
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