Abstract:
:In both 1910 and 2010, The Carnegie Foundation for the Advancement of Teaching used existing educational innovations and learning theory to point the way to the future of medical education. Flexner's transformative report of 1910 was strongly influenced by the innovative curriculum at Johns Hopkins University School of Medicine and by educational principles of the Progressive Era. In 1912, Flexner wrote a similar critique of medical education in Europe. These two reports have powerfully shaped medical education for the past century. Yet much has changed since then, which prompted The Carnegie Foundation for the Advancement of Teaching to commission another report that was published in 2010. Drawing on contemporary educational innovations and research from the learning sciences, the authors make four recommendations for reform: (1) standardize on learning outcomes while individualizing the learning process, (2) integrate formal knowledge with clinical experience, (3) imbue habits of inquiry and improvement to achieve lifelong learning and excellence, and (4) explicitly cultivate the formation of professional identity. In this article, the author describes educational innovations and educational principles relevant to each of these four recommendations.
journal_name
Med Teachjournal_title
Medical teacherauthors
Irby Ddoi
10.3109/0142159X.2011.578173subject
Has Abstractpub_date
2011-01-01 00:00:00pages
547-50issue
7eissn
0142-159Xissn
1466-187Xjournal_volume
33pub_type
杂志文章相关文献
MEDICAL TEACHER文献大全abstract:BACKGROUND:The teaching of anatomy to medical undergraduates continues to develop. Medical imaging can accurately demonstrate anatomy. 'disect' is a computer program which manipulates and reconstructs real CT images in 3-D. AIM:To implement and assess a novel computer-based imaging resource. METHODS:Third-year underg...
journal_title:Medical teacher
pub_type: 杂志文章,随机对照试验
doi:10.3109/01421590903144110
更新日期:2010-01-01 00:00:00
abstract::Design thinking is increasingly applied in healthcare and health professions education to generate innovative solutions to difficult problems. The design thinking framework helps individuals approach problems with a user-centered focus; the emphasis is on understanding the user experience, their challenges, and possib...
journal_title:Medical teacher
pub_type: 杂志文章
doi:10.1080/0142159X.2020.1807483
更新日期:2020-08-26 00:00:00
abstract::Background: Widespread concerns about new medical graduates' 'work readiness' may reflect, in part, differences in mandatory learning outcomes for medical students and new medical graduates.Purpose: To examine differences between required medical student and PGY1 (first year resident) training program outcomes, and th...
journal_title:Medical teacher
pub_type: 杂志文章
doi:10.1080/0142159X.2020.1782865
更新日期:2020-09-01 00:00:00
abstract::It has become increasingly apparent that traditional medical education serves badly the need of many developing countries to provide effective health care for widely dispersed and often poor communities. This article describes a training programme developed in Iraq to provide final-year medical students with stimulati...
journal_title:Medical teacher
pub_type: 杂志文章
doi:10.3109/01421598309146429
更新日期:1983-01-01 00:00:00
abstract:OBJECTIVES:Internationally, scientific and research-related competencies need to be sufficiently targeted as core outcomes in many undergraduate medical curricula. Since 2015, standards have been recommended for Germany in the National Competency-based Learning Objective Catalogue in Medicine (NKLM). The aim of this st...
journal_title:Medical teacher
pub_type: 杂志文章
doi:10.1080/0142159X.2017.1395403
更新日期:2018-02-01 00:00:00
abstract:BACKGROUND:Community-based rural education opportunities have expanded in Australia, attracting more medical students to placements in rural and remote settings. AIM:To identify the factors in an integrated, community-engaged rural placement that may contribute to preparedness for practice (P4P) from the perspective o...
journal_title:Medical teacher
pub_type: 杂志文章
doi:10.3109/0142159X.2013.820274
更新日期:2013-11-01 00:00:00
abstract::Outcome-based education is one of the most significant global developments in medical education in recent years. This paper presents four case studies of outcome-based education from medical schools in different parts of the world; Scotland; USA; Pakistan; and Singapore. The outcome-based curricula have either been in...
journal_title:Medical teacher
pub_type: 杂志文章
doi:10.1080/01421590701691429
更新日期:2007-09-01 00:00:00
abstract::Learning in a clinical context is foundational in the training of health professionals; there is simply no alternative. The subject of the clinical learning environment (CLE) is at the forefront of discussions. In this introduction to a themed issue on the CLE, we present an expanded conceptual model that approaches t...
journal_title:Medical teacher
pub_type: 杂志文章
doi:10.1080/0142159X.2019.1566601
更新日期:2019-04-01 00:00:00
abstract::This AMEE Guide offers an overview of methods used in determining passing scores for performance-based assessments. A consideration of various assessment purposes will provide context for discussion of standard setting methods, followed by a description of different types of standards that are typically set in health ...
journal_title:Medical teacher
pub_type: 杂志文章
doi:10.3109/0142159X.2013.853119
更新日期:2014-02-01 00:00:00
abstract:BACKGROUND:Beside acquiring knowledge, medical students should also develop the ability to apply and reflect on it, requiring higher-order cognitive processing. Ideally, students should have reached higher-order cognitive processing when they enter the clinical program. Whether this is the case, is unknown. We investig...
journal_title:Medical teacher
pub_type: 杂志文章
doi:10.3109/0142159X.2016.1170781
更新日期:2016-11-01 00:00:00
abstract::A range of global environmental changes are contributing to an increasing global burden of disease. Since human health and well-being are intimately associated with the health of our planet, healthcare providers will not only be charged with caring for this expanding disease burden but will also need to become more en...
journal_title:Medical teacher
pub_type: 杂志文章
doi:10.1080/0142159X.2020.1791320
更新日期:2020-10-01 00:00:00
abstract:BACKGROUND:Clinical teaching lies at the heart of medical education. However, few studies have explored the embedded nature of teaching and clinical care. The goal of this study was to examine the process of clinical teaching as it naturally, and spontaneously, unfolds in a broad range of authentic contexts with medica...
journal_title:Medical teacher
pub_type: 杂志文章
doi:10.1080/0142159X.2017.1360473
更新日期:2017-12-01 00:00:00
abstract:BACKGROUND:Insightful frameworks for curriculum development were described in the literature. There is a need, however, to outline the approach we prefer, sometime unconsciously, in curriculum planning. AIMS:This article describes a novel conceptual framework called Curriculum Navigator, to explore our attitudes towar...
journal_title:Medical teacher
pub_type: 杂志文章
doi:10.3109/0142159X.2012.689445
更新日期:2012-01-01 00:00:00
abstract:BACKGROUND:Graduates of the 7-year undergraduate medical curriculum in Taiwan are often deficient in clinical skills. AIMS:To implement and assess a programme of accelerated clinical education. METHOD:The Department of Primary Care Medicine at the National Taiwan University College of Medicine implemented a programme...
journal_title:Medical teacher
pub_type: 杂志文章
doi:10.1080/01421590802516780
更新日期:2009-03-01 00:00:00
abstract:PURPOSE:To explore how medical students completing a pediatric clerkship viewed the benefits and barriers of debrief interviews with hospitalized patients and families. METHODS:In this study, focus groups were conducted with pediatric clerkship students after completion of a debrief interview. The constant comparative...
journal_title:Medical teacher
pub_type: 杂志文章
doi:10.1080/0142159X.2020.1854707
更新日期:2020-12-08 00:00:00
abstract:BACKGROUND:Self-regulated learning (SRL) is a cyclical process involving the proactive use of strategies and feedback to optimise performance. Previous research has used SRL microanalysis to assess and inform the training of athletic skills but there has been no previous research in clinical contexts. AIMS:The aim of ...
journal_title:Medical teacher
pub_type: 杂志文章
doi:10.3109/0142159X.2011.577464
更新日期:2011-01-01 00:00:00
abstract:OBJECTIVES:The primary objective of this study was to compare faculty assessment and third year students' self-assessment of performance in clinical case discussions. The secondary objective was to evaluate if student characteristics influence self-assessments. METHODS:This retrospective analysis compared faculty and ...
journal_title:Medical teacher
pub_type: 杂志文章
doi:10.1080/0142159X.2017.1397271
更新日期:2018-02-01 00:00:00
abstract::Purpose: Despite the adoption of competency-based education in some veterinary schools over the past 15 years, only recently has a concerted effort been directed toward this in veterinary education internationally.Methods: In 2015, educational leaders from the Association of American Veterinary Medical Colleges (AAVMC...
journal_title:Medical teacher
pub_type: 杂志文章
doi:10.1080/0142159X.2019.1643834
更新日期:2019-12-01 00:00:00
abstract::Objectives: The extent of medical knowledge increases yearly, but the time available for students to learn is limited, leading to administrative pressures to revise and reconfigure medical school curricula. The goal of the present study is to determine whether the mixed reality platform HoloAnatomy represents an effec...
journal_title:Medical teacher
pub_type: 杂志文章
doi:10.1080/0142159X.2020.1762032
更新日期:2020-08-01 00:00:00
abstract:BACKGROUND:The issue of professional behavior in medicine has been extensively discussed in the medical literature and clarity regarding what constitutes professional behavior, and strategies for assessing professionalism have begun to emerge. AIM:To address the information gap on effective strategies for teaching pro...
journal_title:Medical teacher
pub_type: 杂志文章
doi:10.3109/01421590903197001
更新日期:2010-01-01 00:00:00
abstract:BACKGROUND:Recent decades have seen an international trend for the development of undergraduate medical programmes in rural locations. These have been considered educationally equivalent alternatives to traditional hospital-based programmes. A pilot Rural Medical Immersion Programme (RMIP) was launched at the Universit...
journal_title:Medical teacher
pub_type: 杂志文章
doi:10.3109/0142159X.2011.586745
更新日期:2011-01-01 00:00:00
abstract::A faculty development programme for general practice clinical teachers offered a skills development workshop which specifically addressed the skills needed when teaching and assessing students consulting with patients. The course was sequential, that is, a group moved on to a new skill only when its members could demo...
journal_title:Medical teacher
pub_type: 杂志文章
doi:10.3109/01421599309006707
更新日期:1993-01-01 00:00:00
abstract:BACKGROUND:Currently, there is no consensus on the core competencies required for emergency medicine (EM) clerkships in Canada. Existing EM curricula have been developed through informal consensus or local efforts. The Delphi process has been used extensively as a means for establishing consensus. AIM:The purpose of t...
journal_title:Medical teacher
pub_type: 杂志文章
doi:10.3109/0142159X.2011.575903
更新日期:2011-01-01 00:00:00
abstract:BACKGROUND:In problem-based learning (PBL), high-quality discussions are crucial for student learning. The quality of the discussion is affected by the quality of the contributions students make during PBL tutorials. AIM:This study investigated whether students are able to evaluate the activities of their peers in PBL...
journal_title:Medical teacher
pub_type: 杂志文章
doi:10.3109/0142159X.2010.509766
更新日期:2011-01-01 00:00:00
abstract::Emotional intelligence (EI) is the ability to recognize, understand, and manage emotions in yourself and in others. EI has long been recognized as a critical component for individual and organizational success within the business realm, and there is emerging evidence that enhancing EI is equally important in the medic...
journal_title:Medical teacher
pub_type: 杂志文章
doi:10.1080/0142159X.2018.1481499
更新日期:2019-07-01 00:00:00
abstract::Actual changes in the context of real care along with their impact on current practice modes prompted the authors to develop a new instructional strategy, which aims to improve the diagnostic reasoning competence of medical undergraduates. In this strategy the use of visual representations is promoted. A diagnostic pa...
journal_title:Medical teacher
pub_type: 杂志文章
doi:10.1080/0142159031000137490
更新日期:2003-09-01 00:00:00
abstract::Evaluation of undergraduate medical education programs is necessary to meet accreditation standards; however, implementation and maintenance of an adequate evaluation process is challenging. A curriculum evaluation committee (CEC) was established at the Penn State University College of Medicine in 2000 to complement t...
journal_title:Medical teacher
pub_type: 杂志文章
doi:10.3109/0142159X.2012.699113
更新日期:2012-01-01 00:00:00
abstract:BACKGROUND:Earlier studies suggested national culture to be a potential barrier to curriculum reform in medical schools. In particular, Hofstede's cultural dimension 'uncertainty avoidance' had a significant negative relationship with the implementation rate of integrated curricula. AIMS:However, some schools succeede...
journal_title:Medical teacher
pub_type: 杂志文章
doi:10.3109/0142159X.2013.785629
更新日期:2013-08-01 00:00:00
abstract::Some patients present problems which exceed a junior doctor's ability to analyse and synthesize information on which management decisions must be made. As a result, he or she often consults with an attending physician or consultant. In this article four types of consultation are identified and analysed, each of which ...
journal_title:Medical teacher
pub_type: 杂志文章
doi:10.3109/01421598109064474
更新日期:1981-01-01 00:00:00
abstract:INTRODUCTION:The extent to which workplace-based assessment (WBA) can be used as a facilitator of change among trainee doctors has not been established; this is particularly important in the case of underperforming trainees. The aim of this review is to examine the use of WBA in identifying and remediating performance ...
journal_title:Medical teacher
pub_type: 杂志文章,评审
doi:10.1080/0142159X.2016.1215413
更新日期:2016-12-01 00:00:00