Department of Education, Innovation and Technology, Baylor College of Medicine, Houston, TX, USA.
School of Health Professions, Baylor College of Medicine, Houston, TX, USA.
Med Teach. 2024 Jan;46(1):34-39. doi: 10.1080/0142159X.2023.2224498. Epub 2023 Jun 19.
Health professions faculty engaged in curriculum planning or redesign can struggle with developing courses or programs that align desired learner outcomes, such as competencies to be applied in a clinical setting, with assessment and instruction.
Our medical school implemented the Understanding by Design (UbD) framework to achieve alignment of outcomes, assessments and teaching during the renewal of our four-year curriculum. This article shares our strategies and practices for implementing UbD with teams of faculty curriculum developers.
The UbD framework is a 'backward' approach to curriculum development that begins by identifying learner outcomes, followed by the development of assessments that demonstrate achievement of competencies and concludes with the design of active learning experiences. UbD emphasizes the development of deep understandings that learners can transfer to novel contexts.
We found UbD to be a flexible, adaptable approach that aligns program and course-level outcomes with learner-centred instruction and principles of competency-based medical education and assessment.
从事课程规划或重新设计的健康专业教师在制定课程或计划时可能会遇到困难，这些课程或计划需要将期望的学习成果（例如在临床环境中应用的能力）与评估和教学相结合。
我们的医学院在更新为期四年的课程时，采用了理解性设计（UbD）框架，以实现成果、评估和教学的一致性。本文介绍了我们与教师课程开发团队一起实施 UbD 的策略和实践。
UbD 框架是一种“反向”的课程开发方法，它首先确定学习成果，然后开发评估以展示能力的达成，最后设计主动学习体验。UbD 强调学习者可以转移到新情境的深入理解的发展。
我们发现 UbD 是一种灵活、适应性强的方法，它将项目和课程层面的成果与以学习者为中心的教学和基于能力的医学教育和评估原则相结合。
