C.G. Prober is professor of pediatrics, microbiology, and immunology, and senior associate vice provost for health education, Stanford University, Stanford, California.
J.G. Norden is a recent graduate, Stanford University School of Medicine and Stanford Graduate School of Business, Stanford, California.
Acad Med. 2021 Feb 1;96(2):170-172. doi: 10.1097/ACM.0000000000003741.
Medical schools across the United States and Canada constantly consider how to improve their curricula and their pedagogical strategies. The authors found it informative to compare how students in 2 professional schools, medicine and business, are taught. The authors believe that creating the best future physicians requires students and faculty to be physically together to learn essential skills. Increasing student interactions with peers and faculty enhances learning, and the classroom is a natural place for these interactions to take place. Requiring medical students to attend teaching sessions in the preclinical curriculum should help foster their development of core competencies, including critical decision making, clinical reasoning, and patient-centered care.
美国和加拿大的医学院校一直在考虑如何改进课程设置和教学策略。作者发现，比较医学和商业这两个专业学校的学生的教学方法很有启发性。作者认为，要培养出最优秀的未来医生，就需要学生和教师面对面地共同学习基本技能。增加学生与同学和教师的互动可以提高学习效果，而教室是进行这些互动的自然场所。要求医学生在临床前课程中参加教学课程，应该有助于培养他们的核心能力，包括关键决策、临床推理和以患者为中心的护理。
