Kuske T T, Fleming G A, Jarecky R K, Levine J H, Lewis L A
JAMA. 1985 Nov 15;254(19):2783-6.
Forty southern medical schools were surveyed to evaluate the nature and mechanisms of curricular change during 1980 to 1983. Ninety percent of schools experienced change in some aspect of curriculum. Faculty, curriculum committees, the dean, and external forces were stimuli for change. Internal self-review or self-criticism seemed to be the most important reasons for change. Proposals were considered by curriculum committees and the dean, but veto power often rested with the dean, although departmental chairmen and faculty occasionally had veto power. Types of change were divided equally between content, timing of courses, and the educational process. Half the schools stated that they had evaluated the changes or planned to do so. Thirteen of 38 changes in curriculum were in the direction of curricular innovations of the 1960s and 1970s and 25 were in the opposite direction.
为评估1980年至1983年间课程变革的性质及机制，对40所南方医学院校进行了调查。90%的学校在课程的某些方面经历了变革。教师、课程委员会、院长及外部力量是变革的推动因素。内部自我审查或自我批评似乎是变革的最重要原因。课程委员会和院长会审议提案，但否决权通常掌握在院长手中，尽管系主任和教师偶尔也有否决权。变革类型在内容、课程时间安排及教育过程方面平分秋色。一半的学校表示他们已对变革进行了评估或计划进行评估。课程的38项变革中，有13项朝着20世纪60年代和70年代课程创新的方向发展，25项则朝着相反方向发展。
