Neame R L, Powis D A
J Med Educ. 1981 Nov;56(11):886-93.
It must be acknowledged that a university course in medicine cannot hope to present its students with everything they need to know in order to practice a lifetime's career in the profession. Even were the course years longer, increasing the content of factual knowledge would not equip the graduate for the practice of medicine. In part this is due to the fact that medical knowledge is continually changing or being reevaluated; in addition, facts alone cannot be correlated with practical application, and the process of how to use the facts is an essential part of the study and practice of medicine. It is essential, therefore, that an undergraduate medical course, among other things, teach the students to take responsibility for and to be able to structure their own learning. If the process of continual active learning is fostered during undergraduate days, it may readily be continued by the graduate alone in the absence of his teachers. The curriculum at the new medical school at Newcastle, New South Wales, Australia, is being developed with this priority in view. This paper describes some of the principles underpinning this philosophy and how such principles are being applied.
必须承认，医学大学课程无法期望向学生传授他们为从事一生的医学职业所需了解的一切知识。即使课程时间再延长几年，增加事实性知识的内容也无法使毕业生胜任医学实践。部分原因在于医学知识在不断变化或重新评估；此外，仅凭事实无法与实际应用相关联，而如何运用这些事实的过程是医学学习和实践的重要组成部分。因此，至关重要的是，本科医学课程除其他事项外，要教导学生对自己的学习负责并能够构建自己的学习方式。如果在本科阶段培养持续积极学习的过程，那么毕业生在没有教师的情况下也能够轻松地继续下去。澳大利亚新南威尔士州纽卡斯尔新医学院的课程设置正是基于这一优先事项进行开发的。本文描述了支撑这一理念的一些原则以及这些原则是如何应用的。
