Brauer David G, Ferguson Kristi J
Washington University School of Medicine , USA .
Med Teach. 2015 Apr;37(4):312-22. doi: 10.3109/0142159X.2014.970998. Epub 2014 Oct 16.
The popularity of the term "integrated curriculum" has grown immensely in medical education over the last two decades, but what does this term mean and how do we go about its design, implementation, and evaluation? Definitions and application of the term vary greatly in the literature, spanning from the integration of content within a single lecture to the integration of a medical school's comprehensive curriculum. Taking into account the integrated curriculum's historic and evolving base of knowledge and theory, its support from many national medical education organizations, and the ever-increasing body of published examples, we deem it necessary to present a guide to review and promote further development of the integrated curriculum movement in medical education with an international perspective. We introduce the history and theory behind integration and provide theoretical models alongside published examples of common variations of an integrated curriculum. In addition, we identify three areas of particular need when developing an ideal integrated curriculum, leading us to propose the use of a new, clarified definition of "integrated curriculum", and offer a review of strategies to evaluate the impact of an integrated curriculum on the learner. This Guide is presented to assist educators in the design, implementation, and evaluation of a thoroughly integrated medical school curriculum.
在过去二十年里，“整合课程”这一术语在医学教育领域的流行程度大幅增长，但这个术语是什么意思，我们又该如何进行其设计、实施和评估呢？该术语的定义和应用在文献中差异很大，范围从单一讲座内容的整合到医学院校综合课程的整合。考虑到整合课程的历史和不断发展的知识与理论基础、众多国家医学教育组织对它的支持，以及日益增多的已发表实例，我们认为有必要从国际视角呈现一份指南，以审视并推动医学教育中整合课程运动的进一步发展。我们介绍整合背后的历史和理论，并提供理论模型以及已发表的整合课程常见变体实例。此外，我们确定了开发理想的整合课程时特别需要关注的三个领域，这促使我们提出一个新的、经过明确的“整合课程”定义，并对评估整合课程对学习者影响的策略进行综述。本指南旨在协助教育工作者设计、实施和评估一门全面整合的医学院校课程。
