Levison S P, Weiss L B, Puglia C D, Nieman L Z, Donoghue G D
Department of Medicine, MCP-Hahnemann School of Medicine, Philadelphia, Pennsylvania, USA.
J Womens Health. 1998 Nov;7(9):1113-24. doi: 10.1089/jwh.1998.7.1113.
The process of incorporating new material into an existing medical curriculum frequently produces lengthy debate, political maneuvering, and competition for curricular time. The faculty of the Women's Health Education Program at MCP-Hahnemann School of Medicine, developed a stepwise process, or framework, for including women's health teaching for students in the problem-based curriculum. This process can be applied to the integration of any body of information. The key elements of the process are to define the full scope of what needs to be taught, develop teaching objectives, identify opportunities to introduce the information into the curriculum, develop strategies that capitalize on existing curricula, enlist the collaboration of a broad range of key faculty, develop evaluation tools, and assess whether students have achieved the expected competencies.
将新材料纳入现有医学课程的过程常常引发长时间的争论、政治博弈以及对课程时间的竞争。MCP-哈内曼医学院女性健康教育项目的教员们，为在基于问题的课程中向学生传授女性健康知识制定了一个循序渐进的过程或框架。这个过程可应用于任何信息体系的整合。该过程的关键要素包括：界定所需教授内容的全部范围、制定教学目标、确定将信息引入课程的机会、制定利用现有课程的策略、争取众多关键教员的合作、开发评估工具以及评估学生是否达到了预期的能力要求。
