Hertz C G, Williams H, Hutchins E B
J Med Educ. 1976 Oct;51(10):844-9. doi: 10.1097/00001888-197610000-00007.
A curriculum for the training of medical students was designed and implemented in a functioning clinical setting. The multidisciplinary, multiprofessional staff of a primary care center participated with professional educators in an iterative process for curriculum development. A three-stage plan was conceived: behaviorally oriented educational objectives were constructed, instructional methodologies to satisfy these objectives were created, and evaluation instruments were designed. Throughout each stage the educators facilitated the process by teaching the staff the necessary techniques for the design and implementation of the curriculum. The curriculum that resulted from this process is focused on those issues that are important to team delivery of primary care. An important outcome of the project is the increased enthusiasm and competence of the professional staff in the teaching of students in the health professions.
在一个实际运作的临床环境中设计并实施了一个医学生培训课程。一家初级保健中心的多学科、多专业工作人员与专业教育工作者共同参与了课程开发的迭代过程。构思了一个三阶段计划：构建以行为为导向的教育目标，创建满足这些目标的教学方法，并设计评估工具。在每个阶段，教育工作者都通过向工作人员传授课程设计和实施所需的技术来推动这一过程。这个过程产生的课程聚焦于对初级保健团队服务至关重要的那些问题。该项目的一个重要成果是专业工作人员在健康专业学生教学方面的热情和能力有所提高。
