Ishmail Habiba, Ngene Nnabuike Chibuoke
Wits Reproductive Health and HIV Institute, Faculty of Health Sciences, University of the Witwatersrand, Johannesburg, South Africa.
Department of Obstetrics and Gynaecology, School of Clinical Medicine, Faculty of Health Sciences, University of the Witwatersrand, Johannesburg, South Africa.
J Med Educ Curric Dev. 2024 Dec 10;11:23821205241293487. doi: 10.1177/23821205241293487. eCollection 2024 Jan-Dec.
The growing demand for medical professionals in undergraduate and graduate/postgraduate medical education to attain comprehensive health training has not abated and necessitates the development of curricula encompassing relevant issues pertaining to clinical practice as well as the educational context. Therefore, diversity in learning activities should be embedded in a teaching curriculum to achieve the required competencies. This includes considering at least the following during the design and analysis of a teaching curriculum: Harden's ten questions to be posed when designing a curriculum; Canadian Medical Education Directives for Specialists (CanMEDS) competency framework which has been approved by the Royal College of Physicians and Surgeons of Canada; 21st-century skills; Diana Laurilliard's conversational framework; and general quality measures to improve diversity in a teaching curriculum.
本科和研究生医学教育中对医学专业人员进行全面健康培训的需求不断增长，且未减弱，这就需要开发包含与临床实践以及教育背景相关问题的课程。因此，学习活动的多样性应融入教学课程中，以实现所需的能力。这包括在教学课程的设计和分析过程中至少考虑以下几点：哈登在设计课程时提出的十个问题；已获加拿大皇家内科医师和外科医师学院批准的《加拿大专科医生医学教育指令》（CanMEDS）能力框架；21世纪技能；戴安娜·劳里尔的对话框架；以及提高教学课程多样性的一般质量措施。
