有一种教育，还有医学教育。
There's education, and then there's education in medicine.
作者信息
Royal Kenneth D, C B Rinaldo Jason
机构信息
Department of Clinical Sciences, North Carolina State University, Raleigh, NC, USA;
Department of Assessment and Instructor, Rawls College of Business, Texas Tech University, Lubbock, TX, USA.
出版信息
J Adv Med Educ Prof. 2016 Jul;4(3):150-4.
INTRODUCTION
For some time now the field of medical education has been criticized by many of its stakeholders. Countless debates have been presented in the literature regarding the quality of medical education research, adequacy of methodological rigor, and other concerns.
METHODS
At present, the views expressed have largely come from physicians and individuals with less familiarity with education science.
RESULTS
As prolific educational researchers with Ph.Ds in Education and Psychology, we offer a critique of medical education's apparent identity crisis and address what we believe are some of the most significant problems continuing to impede the field of medical education from catching up with the broader field of education. We close with specific recommendations for improving the overall state of medical education.
CONCLUSION
Finally, both editors and reviewers for medical education journals need to abandon the hegemonic views regarding research design. Thus, research designs that many in the clinical sciences often perceive as 'weak' are entirely appropriate in education research fields.
引言
一段时间以来，医学教育领域受到了众多利益相关者的批评。文献中就医学教育研究的质量、方法严谨性的充分性以及其他问题展开了无数辩论。
方法
目前，所表达的观点主要来自医生以及对教育科学不太熟悉的个人。
结果
作为拥有教育学和心理学博士学位的多产教育研究者，我们对医学教育明显的身份危机提出批评，并探讨我们认为继续阻碍医学教育领域赶上更广泛教育领域的一些最重要问题。我们最后提出了改善医学教育总体状况的具体建议。
结论
最后，医学教育期刊的编辑和审稿人都需要摒弃关于研究设计的霸权观点。因此，临床科学领域许多人常认为“薄弱”的研究设计在教育研究领域完全合适。
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