Barsuk Jeffrey H, Cohen Elaine R, Wayne Diane B, Siddall Viva J, McGaghie William C
Department of Medicine, Department of Education, Northwestern University Feinberg School of Medicine, Chicago, USA.
Simul Healthc. 2016 Feb;11(1):52-9. doi: 10.1097/SIH.0000000000000120.
Curriculum development in medical education should follow a planned, systematic approach fitted to the needs and conditions of a local institutional environment and its learners. This article describes the development and maintenance of a simulation-based medical education curriculum on advanced cardiac life support skills and its transformation to a mastery learning program. Curriculum development used the Kern 6-step model involving problem identification and general needs assessment, targeted needs assessment, goals and objectives, educational strategies, implementation, and evaluation and feedback. Curriculum maintenance and enhancement and dissemination are also addressed. Transformation of the simulation-based medical education curriculum to a mastery learning program was accomplished after a 2-year phase-in trial. A series of studies spanning 11 years was performed to adjust the curriculum, improve checklist outcome measures, and evaluate curriculum effects as learning outcomes among internal medicine residents and improved patient care practices. We anticipate wide adoption of the mastery learning model for skill and knowledge acquisition and maintenance in medical education settings.
医学教育中的课程开发应遵循一种有计划、系统的方法，以适应当地机构环境及其学习者的需求和条件。本文描述了一个基于模拟的高级心脏生命支持技能医学教育课程的开发与维护，以及该课程如何转变为一个掌握学习项目。课程开发采用了克恩六步法，包括问题识别与一般需求评估、目标需求评估、目标与目的、教育策略、实施以及评估与反馈。文中还讨论了课程的维护、改进与传播。在经过为期两年的逐步引入试验后，基于模拟的医学教育课程转变为了一个掌握学习项目。开展了一系列为期11年的研究，以调整课程、改进清单结果测量方法，并评估该课程作为内科住院医师学习成果以及改善患者护理实践的效果。我们预计掌握学习模式将在医学教育环境中被广泛采用，用于技能和知识的获取与维护。
