Lewis M N, Beaudette T M
J Am Diet Assoc. 1977 Jun;70(6):596-601.
Details essential in implementing coordinated education in the preparation of the professional dietitian are described. Consideration is given to semantics, with clarification of terms posing problems in the smooth evolution of coordinated programs. Four phases of transition from the traditional to the coordinated process are illustrated: (a) Integration of the clinical phase into the undergraduate years; (b) interrelation of subject matter among departmental courses; (c) trans-disciplinary coordination; and (d) on-going evaluation of the curriculum in terms of professional practice. Also addressed are barriers to change in professional education. The ultimate goals are a balance between standardization and accountability and a climate in which academia has the liberty to meet demands in an innovative fashion.
本文描述了在培养专业营养师过程中实施协同教育所必需的细节。文中考虑了语义学问题，对那些在协同项目顺利推进过程中造成问题的术语进行了澄清。阐述了从传统过程向协同过程转变的四个阶段：(a) 将临床阶段融入本科阶段；(b) 各部门课程之间主题内容的相互关系；(c) 跨学科协调；以及 (d) 根据专业实践对课程进行持续评估。文中还讨论了专业教育变革的障碍。最终目标是在标准化与问责制之间取得平衡，并营造一种学术机构能够自由地以创新方式满足需求的氛围。
