Department of Orthopaedic Surgery, Northwestern Memorial Hospital, Chicago, Illinois.
University of Maryland College of Education, College Park, Maryland.
J Surg Educ. 2019 Jul-Aug;76(4):931-935. doi: 10.1016/j.jsurg.2019.01.009. Epub 2019 Feb 7.
To define cognitive apprenticeship and describe how it can be applied to orthopedic education.
Traditional apprenticeships have been used through history as a teaching model for wide variety of skills. These apprenticeships are characterized by practical, on-the-job training in which the apprentice observes and assists a master in the completion of a task, and thereby learns the skills needed to complete that task on his or her own.
Cognitive apprenticeship is differentiated from the traditional apprenticeship model primarily by its educational goals. Cognitive apprenticeships are used to teach skills which require internal though processes which cannot be readily observed externally by the teacher or the student.
Here, we review the history of the cognitive apprenticeship concept, its basic principles, its applications to a wide variety of educational circumstances, and its potential use a framework for developing orthopedic curricula.
定义认知学徒制，并描述如何将其应用于骨科教育。
历史上，传统学徒制一直被用作各种技能的教学模式。这些学徒制的特点是在实际工作中进行实践培训，学徒观察并协助师傅完成任务，从而学习完成该任务所需的技能。
认知学徒制与传统学徒制模式的主要区别在于其教育目标。认知学徒制用于教授需要内部思维过程的技能，而这些过程无法通过教师或学生外部观察到。
在这里，我们回顾了认知学徒制概念的历史、其基本原则、它在各种教育环境中的应用，以及它作为制定骨科课程框架的潜在用途。
