J. Valcke, Justyna Gieżyńska, András Nagy, A. Eltayb
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引用次数: 0
摘要
这篇文章提供了医学教育者需要有效地教授医学生不同文化群体的知识、技能和态度的见解。“医学教育中的CLIL:在多元文化和多语言学习空间中寻找有效的英语教学工具”(climed)是伊拉斯谟+战略合作伙伴关系,它设计了一个简介,以帮助医学教育者在有意设定目标的过程中,并围绕他们的教学法、语言和文化进行自我反思。这里要讨论的是教育的多元文化成果,因为有利于发展与他者性、多元性和多样性相关的知识、态度和技能,对医疗保健提供的质量有直接影响(Bradshaw, 2019;Corbett, 2011;Tiwary et al., 2019)。了解医学教育工作者在跨文化课堂中需要哪些能力,将极大地影响他们有意设计、实施和发展教学的能力。climed全球医学教育工作者能力概况以内容和语言综合学习(CLIL)的多元文化成果为中心,旨在阐明和支持终身学习,帮助医学专业人员与来自其他语言和文化背景的学生有效和适当地互动。
This article offers insights into the knowledge, skills and attitudes medical educators need to teach effectively to culturally diverse cohorts of medical students. “CLIL in Medical Education: Reaching for Tools to Teach Effectively in English in a Multicultural and Multilingual Learning Space” (CLILMED), an Erasmus+ Strategic Partnership, designed a profile to assist medical educators in the process of intentional goal-setting and self-reflection around their pedagogy, language and culture. It is the pluricultural outcomes of education that will be addressed here, since favouring the development of knowledge, attitudes and skills related to otherness, plurality and diversity have a direct impact on the quality of healthcare provision (Bradshaw, 2019; Corbett, 2011; Tiwary et al., 2019). Understanding what competences medical educators need in an intercultural classroom greatly influences their ability to intentionally design, implement and develop their teaching. The CLILMED Glocal Competence Profile for Medical Educators, centred around the intended pluricultural outcomes of Content and Language Integrated Learning (CLIL), is intended to clarify and support lifelong learning for helping medical professionals interact effectively and appropriately with students from other linguistic and cultural backgrounds.