Kelly Len, Walters Lucie, Rosenthal David
Professor, Division of Clinical Sciences, Northern Ontario School of Medicine, Sioux Lookout, ON, Canada.
Educ Health (Abingdon). 2014 Jan-Apr;27(1):47-50. doi: 10.4103/1357-6283.134311.
Community-based medical education (CBME) is the delivery of medical education in a specific social context. Learners become a part of social and medical communities where their learning occurs. Longitudinal integrated clerkships (LICs) are year-long community-based placements where the curriculum and clinical experience is typically delivered by primary care physicians. These programs have proven to be robust learning environments, where learners develop strong communication skills and excellent clinical reasoning. To date, no learning model has been offered to describe CBME.
The characteristics of CBME are explored by the authors who suggest that the social and professional context provided in small communities enhances medical education. The authors postulate that meaningfulness is engendered by the authentic context, which develops over time. These relationships with preceptors, patients and the community provide meaningfulness, which in turn enhances learning.
The authors develop a novel learning model. They propose that the context-rich environment of CBME allows for meaningful relationships and experiences for students and that such meaningfulness enhances learning.
基于社区的医学教育（CBME）是在特定社会背景下开展的医学教育。学习者成为其学习所在的社会和医学社区的一部分。纵向整合见习（LICs）是为期一年的基于社区的实习安排，其课程和临床经验通常由初级保健医生提供。这些项目已被证明是强大的学习环境，学习者在其中培养强大的沟通技能和出色的临床推理能力。迄今为止，尚未有学习模式被提出用于描述CBME。
作者探讨了CBME的特征，认为小社区提供的社会和专业背景能加强医学教育。作者假定真实背景会随着时间推移产生意义。与带教老师、患者和社区的这些关系提供了意义，进而促进学习。
作者开发了一种新颖的学习模式。他们提出，CBME丰富的背景环境为学生提供了有意义的关系和经历，而这种意义会促进学习。
