从模块到 MOOCs：六步方法在医学教育在线课程开发中的应用。

From Modules to MOOCs: Application of the Six-Step Approach to Online Curriculum Development for Medical Education.

机构信息

B.Y. Chen is director, Faculty Development Programs in Curriculum Development, Johns Hopkins University School of Medicine, and assistant professor, Division of General Internal Medicine, Johns Hopkins Bayview Medical Center, Baltimore, Maryland; ORCID: http://orcid.org/0000-0002-9905-6180. D.E. Kern is emeritus professor of medicine, past director, Faculty Development Programs in Curriculum Development, Johns Hopkins University School of Medicine, and past director, Division of General Internal Medicine, Johns Hopkins Bayview Medical Center, Baltimore, Maryland; ORCID: http://orcid.org/0000-0002-9327-6190. R.M. Kearns is director, Online Education, Johns Hopkins University School of Medicine, Baltimore, Maryland. P.A. Thomas is professor of medicine and vice dean for medical education, Case Western Reserve University School of Medicine, Cleveland, Ohio. M.T. Hughes is assistant professor of medicine, Division of General Internal Medicine, and coeditor, Johns Hopkins Internal Medicine Ambulatory Care Curriculum on PEAC: Physician Education and Assessment Center, Johns Hopkins School of Medicine, Baltimore, Maryland. S. Tackett is assistant professor of medicine and international medical education director, Division of General Internal Medicine, Johns Hopkins Bayview Medical Center, Baltimore, Maryland; ORCID: http://orcid.org/0000-0001-5369-7225.

出版信息

Acad Med. 2019 May;94(5):678-685. doi: 10.1097/ACM.0000000000002580.

DOI:10.1097/ACM.0000000000002580

PMID:30681454

Abstract

Online curricula can make high-quality health professions education accessible in virtually any setting. They can enhance teaching and learning by both standardizing curricular resources and individualizing curricular experiences. Despite growing demand for and institutional interest in online curricula for medical education, many medical educators lack a framework for online curriculum development. Without rigorous and thoughtful development, online curricula can waste opportunity and resources by leading to education that is inferior to traditional methods. In this article, the authors describe a systematic approach to online curriculum development based on the Six-Step Approach for Curriculum Development for Medical Education, a widely used method that has led to successful implementation of a variety of traditional and online curricula. In each step, special considerations for curricula with larger and more diverse learner audiences-characteristic of many online curricula-are highlighted. Four common online curricular formats are also discussed: blended curricula, instructor-led fully online curricula, self-paced modules, and massive open online courses (MOOCs). The authors emphasize factors that differentiate one online format from another, including the budgetary, technical, and human resource requirements for each. The article concludes by urging medical educators to pursue opportunities to study and disseminate online curricular work.

摘要

在线课程几乎可以在任何环境中提供高质量的健康专业教育。它们可以通过标准化课程资源和个性化课程体验来增强教学和学习。尽管对医学教育的在线课程的需求不断增长，并且机构对此也很感兴趣，但许多医学教育者缺乏在线课程开发的框架。如果没有严格和深思熟虑的开发，在线课程可能会因为导致不如传统方法的教育而浪费机会和资源。在本文中，作者根据医学教育课程开发的六步方法描述了一种系统的在线课程开发方法，该方法已被广泛使用，并成功实施了各种传统和在线课程。在每个步骤中，都强调了针对具有更大和更多样化学习者群体的课程的特殊考虑因素，这是许多在线课程的特征。还讨论了四种常见的在线课程格式：混合课程、教师主导的完全在线课程、自主学习模块和大规模开放在线课程（MOOC）。作者强调了将一种在线格式与另一种格式区分开来的因素，包括每种格式的预算、技术和人力资源要求。文章最后敦促医学教育者抓住机会研究和传播在线课程工作。