Weissberg M
Department of Psychiatry, University of Colorado School of Medicine, Denver 80262, USA.
Psychiatr Q. 1996 Summer;67(2):139-51. doi: 10.1007/BF02297912.
Because of the rapid growth of our field, psychiatric educators are faced with two related questions. Are we teaching our students about too many things thereby making it difficult for them to discern our essential message(s)? And, two, have we really decided on what our essential message(s) actually is? The answer is "yes" to the former and "no" to the latter. The problem is deceptively simple: as distinct from what we teach, as a profession we have not yet parsed out the minimum we expect our students to really know-and really know how to do-by the time they graduate from our schools. We, therefore, developed the menu and method of the Colorado Medical Student Log which articulates the minimal educational goals for our students: ten core clinical experiences and ten core psychiatric screens. The log also provides an easy method by which we can be satisfied that our minimal goals are being met.
由于我们这个领域的快速发展，精神科教育工作者面临两个相关问题。我们是否向学生讲授了过多内容，从而使他们难以辨别我们的核心信息？其次，我们是否真正确定了我们的核心信息到底是什么？对前者的回答是“是”，对后者的回答是“否”。问题看似简单：与我们所教授的内容不同，作为一个专业，我们尚未梳理出我们期望学生在从我们学校毕业时真正知道并真正知道如何去做的最低要求。因此，我们制定了科罗拉多医学生日志的内容和方法，它明确了我们对学生的最低教育目标：十项核心临床经验和十项核心精神科筛查。该日志还提供了一种简便的方法，通过它我们可以确定我们的最低目标正在得到实现。
