勃兰登堡医学院纵向科学课程的规划、实施和修订。

IF 1.5 Q2 EDUCATION, SCIENTIFIC DISCIPLINES
GMS Journal for Medical Education Pub Date : 2024-04-15 eCollection Date: 2024-01-01 DOI:10.3205/zma001671
Julia Schendzielorz, Philipp Jaehn, Christine Holmberg
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引用次数: 0

摘要

目的:本文旨在介绍医科学生纵向课程的开发情况,该课程植根于医学科学的特殊性,旨在培养和加强医科学生的科学技能,并将其应用于临床实践:方法:根据学生对初始课程的反馈,启动课程开发工作。为了适当改进和扩充课程,进行了需求评估、文献综述以界定医学科学和实践的特殊科学,并对国内和国际课程进行了分析。课程开发遵循 PDCA 循环(计划-实施-检查-行动):该课程贯穿整个医学学习课程,从第 1 学期到第 10 学期。它包括关于基本行为和科学认识论基础、医学研究和健康科学中的科学方法、统计学和科学实习的系列研讨会。在第六学期之前,重点是掌握从事和实施具体研究项目的技能和能力;从第七学期开始,引入批判性评估和在日常临床实践中应用研究成果。课程由流行病学家、人类学家、统计学家和公共卫生学者讲授。从第七学期开始,研讨会一般与临床医生一起授课,作为串联教学。课程会定期进行评估和调整:勃兰登堡科学课程可被视为教授科学思维和行动的纵向课程模式。结论:勃兰登堡科学课程可被视为教授科学思维和行为的纵向课程模式,同时也是与医学课程高度融合的课程模式。似乎需要一个中央协调点来协调教学内容并确保教师之间的相互联系。此外,复杂的科学方法论课程需要一批来自不同学科背景的教师。为了确保同样高质量的教育,必须考虑到研究项目和师资队伍的差异性,制定普遍适用的评价标准,促进师资队伍的发展,并在整个研究项目期间为所有学生提供辅助课程。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Planning, implementation and revision of the longitudinal scientific curriculum at the Medical School Brandenburg.

Objectives: The aim of this paper is to present the development of a longitudinal curriculum for medical students that is rooted in the particularity of the medical sciences and that aims to build and strengthen medical students' scientific skills and use thereof in clinical practice.

Methods: The curriculum development was initiated based on students' feedback on the initial curriculum. To improve and expand the curriculum appropriately, a needs assessment, a literature review to define science specific to the medical sciences and practice, and an analysis of national and international curricula were performed. The curriculum development followed the PDCA cycle (Plan-Do-Check-Act).

Results: The curriculum extends across the entire medical study programme from semesters 1 to 10. It consists of the seminar series on basic conduct and the epistemological groundings of science, scientific methods in medical research and health sciences, statistics and the scientific internship. Up to the sixth semester, the focus is on the acquisition of skills and abilities to work on and carry out a concrete research project; starting in semester seven, the critical evaluation and application of research results in everyday clinical practice are introduced. The curriculum is taught by epidemiologists, anthropologists, statisticians and public health scholars. Starting in semester seven, seminars are generally taught together with clinicians as tandem teaching. The curriculum is regularly assessed and adjusted.

Conclusions: The Brandenburg Scientific Curriculum can be seen as a model of a longitudinal curriculum to teach scientific thinking and acting. One that is at the same time highly integrated in the medical curriculum overall. A central coordination point seems to be necessary to coordinate the teaching content and to ensure that teachers are interconnected. Furthermore, a complex curriculum in scientific methodology requires a set of teachers from a range of disciplinary backgrounds. To ensure equally high-quality education, the variability of research projects and faculty must be taken into account by establishing generally applicable evaluation criteria and fostering faculty development, and providing all students supporting courses throughout the research project.

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来源期刊
GMS Journal for Medical Education
GMS Journal for Medical Education EDUCATION, SCIENTIFIC DISCIPLINES-
CiteScore
3.40
自引率
12.50%
发文量
30
审稿时长
25 weeks
期刊介绍: GMS Journal for Medical Education (GMS J Med Educ) – formerly GMS Zeitschrift für Medizinische Ausbildung – publishes scientific articles on all aspects of undergraduate and graduate education in medicine, dentistry, veterinary medicine, pharmacy and other health professions. Research and review articles, project reports, short communications as well as discussion papers and comments may be submitted. There is a special focus on empirical studies which are methodologically sound and lead to results that are relevant beyond the respective institution, profession or country. Please feel free to submit qualitative as well as quantitative studies. We especially welcome submissions by students. It is the mission of GMS Journal for Medical Education to contribute to furthering scientific knowledge in the German-speaking countries as well as internationally and thus to foster the improvement of teaching and learning and to build an evidence base for undergraduate and graduate education. To this end, the journal has set up an editorial board with international experts. All manuscripts submitted are subjected to a clearly structured peer review process. All articles are published bilingually in English and German and are available with unrestricted open access. Thus, GMS Journal for Medical Education is available to a broad international readership. GMS Journal for Medical Education is published as an unrestricted open access journal with at least four issues per year. In addition, special issues on current topics in medical education research are also published. Until 2015 the journal was published under its German name GMS Zeitschrift für Medizinische Ausbildung. By changing its name to GMS Journal for Medical Education, we wish to underline our international mission.
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