Shappell Eric, Chan Teresa M, Thoma Brent, Trueger N Seth, Stuntz Bob, Cooney Robert, Ahn James
Section of Emergency Medicine, University of Chicago.
Faculty of Health Sciences, Department of Medicine, Division of Emergency Medicine, McMaster University.
Cureus. 2017 Dec 8;9(12):e1925. doi: 10.7759/cureus.1925.
In recent years online educational content, efforts at quality appraisal, and integration of online material into institutional teaching initiatives have increased. However, medical education has yet to develop large-scale online learning centers. Crowd-sourced curriculum development may expedite the realization of this potential while providing opportunities for innovation and scholarship. This article describes the current landscape, best practices, and future directions for crowdsourced curriculum development using Kern's framework for curriculum development and the example topic of core content in emergency medicine. A scoping review of online educational content was performed by a panel of subject area experts for each step in Kern's framework. Best practices and recommendations for future development for each step were established by the same panel using a modified nominal group consensus process. The most prevalent curriculum design steps were (1) educational content and (2) needs assessments. Identified areas of potential innovation within these steps included targeting gaps in specific content areas and developing underrepresented instructional methods. Steps in curriculum development without significant representation included (1) articulation of goals and objectives and (2) tools for curricular evaluation. By leveraging the power of the community, crowd-sourced curriculum development offers a mechanism to diffuse the burden associated with creating comprehensive online learning centers. There is fertile ground for innovation and scholarship in each step along the continuum of curriculum development. Realization of this paradigm's full potential will require individual developers to strongly consider how their contributions will align with the work of others.
近年来，在线教育内容、质量评估工作以及将在线材料整合到机构教学举措中的情况有所增加。然而，医学教育尚未发展出大规模的在线学习中心。众包课程开发可能会加快这一潜力的实现，同时提供创新和学术研究的机会。本文使用克恩课程开发框架以及急诊医学核心内容这一示例主题，描述了众包课程开发的现状、最佳实践和未来方向。一个由各学科领域专家组成的小组针对克恩框架中的每一步骤，对在线教育内容进行了范围界定审查。该小组采用改进的名义小组共识流程，为每一步骤确定了最佳实践和未来发展建议。最普遍的课程设计步骤是：（1）教育内容和（2）需求评估。在这些步骤中确定的潜在创新领域包括针对特定内容领域的差距以及开发代表性不足的教学方法。课程开发中代表性不足的步骤包括：（1）目标和目的的阐述以及（2）课程评估工具。通过利用社区的力量，众包课程开发提供了一种机制，以分散与创建全面在线学习中心相关的负担。在课程开发的连续过程中的每一步骤都有创新和学术研究的沃土。要充分发挥这一模式的全部潜力，需要个体开发者认真考虑他们的贡献如何与他人的工作相契合。
