差异化教学作为满足健康职业教育中多样化成年学习者需求的可行框架。
Differentiated Instruction as a Viable Framework for Meeting the Needs of Diverse Adult Learners in Health Professions Education.
作者信息
Colbert Colleen Y, Foshee Cecile M, Prelosky-Leeson Allison, Schleicher Mary, King Rachel
机构信息
Cleveland Clinic Lerner College of Medicine of Case Western Reserve University, Cleveland, OH USA.
Office of Educator & Scholar Development, Education Institute, Cleveland Clinic, Cleveland, OH USA.
出版信息
Med Sci Educ. 2023 Jun 28;33(4):975-984. doi: 10.1007/s40670-023-01808-w. eCollection 2023 Aug.
Health professions education (HPE) instructors are often challenged with simultaneously teaching adult learners of varying educational levels, needs, and backgrounds. With an increased focus on interprofessional education, instructors may be tasked with teaching extremely diverse audiences during a single educational session. While some aspects of differentiated instruction (DI) have been implemented within HPE contexts, the DI framework appears to be relatively unknown in many fields. Evidence from a range of educational fields outside of HPE supports the use of DI as a framework to enhance fairness, diversity and inclusion while meeting core instructional needs. In this Monograph, we explore DI and offer strategies for implementation amenable to many HPE settings.
健康职业教育（HPE）教师常常面临挑战，需要同时教授教育水平、需求和背景各异的成年学习者。随着对跨专业教育的关注度不断提高，教师可能需要在单次教育课程中教授极为多样化的受众群体。虽然差异化教学（DI）的某些方面已在HPE环境中得到实施，但DI框架在许多领域似乎相对不为人知。HPE之外的一系列教育领域的证据支持将DI用作一个框架，以提高公平性、多样性和包容性，同时满足核心教学需求。在本专著中，我们探讨了DI，并提供了适用于许多HPE环境的实施策略。
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