From SUNY Downstate Medical Center and Kings County Hospital (L.R.M.), Brooklyn, NY; University of Arizona (H.A.H.), Tucson; Harvard Medical School and Brigham & Women's Hospital (T.A.M.), Boston, MA; Oregon Health & Science University and Portland VAMC (J.A.K.); and University of Toledo (I.I.A.), OH.
Neurology. 2014 Jul 29;83(5):456-62. doi: 10.1212/WNL.0000000000000646. Epub 2014 Jun 27.
Current medical educational theory encourages the development of competency-based curricula. The Accreditation Council for Graduate Medical Education's 6 core competencies for resident education (medical knowledge, patient care, professionalism, interpersonal and communication skills, practice-based learning, and systems-based practice) have been embraced by medical schools as the building blocks necessary for becoming a competent licensed physician. Many medical schools are therefore changing their educational approach to an integrated model in which students demonstrate incremental acquisition and mastery of all competencies as they progress through medical school. Challenges to medical schools include integration of preclinical and clinical studies as well as development of learning objectives and assessment measures for each competency. The Undergraduate Education Subcommittee (UES) of the American Academy of Neurology (AAN) assembled a group of neuroscience educators to outline a longitudinal competency-based curriculum in medical neuroscience encompassing both preclinical and clinical coursework. In development of this curriculum, the committee reviewed United States Medical Licensing Examination content outlines, Liaison Committee on Medical Education requirements, prior AAN-mandated core curricula for basic neuroscience and clinical neurology, and survey responses from educators in US medical schools. The newly recommended curriculum provides an outline of learning objectives for each of the 6 competencies, listing each learning objective in active terms. Documentation of experiences is emphasized, and assessment measures are suggested to demonstrate adequate achievement in each competency. These guidelines, widely vetted and approved by the UES membership, aspire to be both useful as a stand-alone curriculum and also provide a framework for neuroscience educators who wish to develop a more detailed focus in certain areas of study.
当前的医学教育理论鼓励发展以能力为基础的课程。住院医师规范化培训的认证委员会（Accreditation Council for Graduate Medical Education）提出的 6 项核心能力（医学知识、患者护理、专业精神、人际交往和沟通技巧、基于实践的学习和基于系统的实践）已被医学院校采纳，作为成为有能力的合格医师的必要基石。因此，许多医学院正在改变其教育方法，采用一种整合模式，让学生在整个医学院学习过程中逐步获得和掌握所有能力。医学院校面临的挑战包括整合基础临床研究以及为每个能力制定学习目标和评估措施。美国神经病学学会（American Academy of Neurology，AAN）的本科教育小组委员会（Undergraduate Education Subcommittee，UES）召集了一组神经科学教育工作者，概述了涵盖基础临床课程的医学神经科学的纵向以能力为基础的课程。在制定该课程时，委员会审查了美国医师执照考试（United States Medical Licensing Examination）的内容大纲、医学教育联络委员会（Liaison Committee on Medical Education）的要求、AAN 之前为基础神经科学和临床神经病学规定的核心课程，以及美国医学院校教育工作者的调查反馈。新推荐的课程为 6 项能力中的每一项提供了学习目标的概述，以主动语态列出了每一项学习目标。强调了经验的记录，并提出了评估措施，以证明在每个能力方面都有足够的成就。这些指南经过广泛的审查和 UES 成员的批准，不仅旨在成为一个独立的课程，而且还为希望在某些研究领域更详细地发展的神经科学教育工作者提供了一个框架。
