Ambrose R F, Brown S, Wirtschafter D D, Alarcón G S
Office of Educational Research and Development, University of Alabama, Birmingham 35294.
J Cancer Educ. 1989;4(3):161-6. doi: 10.1080/08858198909527997.
Clinical algorithms have been used successfully in a variety of health care settings to assist health care professionals in the diagnosis and management of medical problems. In addition to their clinical applications, algorithms also serve as an instructional resource by themselves and when used in conjunction with other educational methodologies. A recommended algorithm development process is described for cancer educators who wish to take advantage of the unique contribution clinical algorithms can offer for their educational programs. Algorithm design conventions are reviewed and specific writing suggestions are offered for the guidance of educators who want to design their own clinical algorithms. Objections to clinical algorithms can often be attributed to a misunderstanding of their proper role, which is to facilitate, not dictate, the decision process and guide the application of management logic. Clinical algorithms are a valuable instructional resource that can be used in a wide range of educational settings from self-instruction units to the design of lecture presentations.
临床算法已成功应用于各种医疗保健环境中，以协助医疗保健专业人员诊断和处理医疗问题。除了其临床应用外，算法本身以及与其他教育方法结合使用时，还可作为一种教学资源。本文为希望利用临床算法为其教育项目提供独特贡献的癌症教育工作者描述了一种推荐的算法开发过程。回顾了算法设计惯例，并为希望设计自己的临床算法的教育工作者提供了具体的写作建议。对临床算法的反对意见往往可归因于对其正确作用的误解，其作用是促进而非决定决策过程，并指导管理逻辑的应用。临床算法是一种有价值的教学资源，可用于从自学单元到讲座演示设计等广泛的教育环境中。
