Noble J, Bithoney W, MacDonald P, Thane M, Dickinson J, Guyatt G, Bauchner H, Hardt E, Heffernan J, Eskew A
Section of General Internal Medicine, Boston City Hospital, Massachusetts 02118.
J Gen Intern Med. 1994 Apr;9(4 Suppl 1):S31-42. doi: 10.1007/BF02598116.
The authors analyzed the educational content of the curricula developed for teaching in the generalist disciplines of pediatrics, family medicine, and general internal medicine. Fifteen educational components that constitute the core content shared by the three generalist disciplines are identified, described, and referenced. Tailoring the generalist curriculum for students and residents at the different stages of learning is reviewed, along with the refinement of the curriculum to meet the special needs of each generalist discipline. The success of a generalist curriculum will ultimately be measured by generalist career choices, quality of care, and both patient and professional satisfaction. The curricular determinants of success require institutional commitment to an educational philosophy that embraces the generalist disciplines, a core curriculum that provides education and training that are correlated with the demands of clinical practice, and generalist faculty who serve as role models, mentors, and teachers.
作者分析了为儿科、家庭医学和普通内科等全科医学学科教学所开发课程的教育内容。确定、描述并引用了构成这三个全科医学学科核心内容的15个教育组成部分。回顾了为不同学习阶段的学生和住院医师量身定制全科医学课程的情况，以及对课程进行完善以满足每个全科医学学科特殊需求的情况。全科医学课程的成功最终将通过全科医学职业选择、医疗质量以及患者和专业人员满意度来衡量。成功的课程决定因素要求机构致力于一种涵盖全科医学学科的教育理念，一门提供与临床实践需求相关的教育和培训的核心课程，以及担任榜样、导师和教师的全科医学教师。
