张咸宁-模块1介绍-浙江大学教学信息化平台.ppt

注意：模块-2结束考试后的第一周（？2014年1月20~26日）有课！ 《科研导论》（魏尔清教授） The best prescription is knowledge ! 祝同学们成功！ * * * * * * * * * * * * * * * 医学基础1（模块-1）课程介绍 夏 强 教授，MD PhD 张咸宁 教授，PhD 2013/09/06 医学教育的三代改革 第一代医学教育改革：1900+ 以科学为基础 学科的课程设置 第二代医学教育改革：1960+ 以问题为基础 基于问题的学习 第三代医学教育改革：2000+ 以系统为基础 以胜任力为导向 从Flexner到Harden Harden RM, Sowden S, Dunn WR. Some educational strategies in curriculum development: The SPICES model. Med Educ. 1984; 18:284-297 Abraham Flexner Ronald M. Harden PRISMS模型 Bligh J (2001). PRISMS: New educational strategies for medical education. Medical Education, 35:520-521 John Bligh 基于胜任力的医学教育模型 大学课程面向的对象 课程面向对象——已经是成人的大学生 Malcolm Knowles的成人教育学（Andragogy）理论，认为成人学生应该具有如下特征： 具有独立的自我概念，能够指导自己的学习； 积累了丰富的生活经验，这些经验是其后继学习的资源； 具有学习需要，这些需要与改变自我的社会角色密切相关； 以问题为中心，希望能立即运用自己所学的知识； 学习为内在动机所驱动，而非外在因素。 Adult learning theory (1) Important points of adult learning theory Adults will commit to learning when the goals and objectives are considered realistic and important to them. Application in the real world is important and relevant to the adult learners personal and professional needs. Adults want to be the origin of their own learning and will resist learning activities they believe are an attack on their competence. Thus, professional development needs to give participants some control over the what, who, how, why, when, and where of their learning. Adult learners need to see that the professional development learning and their day-to-day activities are related and relevant. Adult learners need direct, concrete experiences in which they apply the learning in real work. Speck (1996) Adult learning theory (2) Important points of adult learning theory Adult learning has ego involved. Professional development must be structured to provide support from peers and to reduce the fear of judgment during learning. Adults need to receive feedback on how they are doing and the results of their efforts. Opportunities must be built into professional development activities that a