Medical teaching of the cultural aspects of ethnic minorities: does it exist?

The development of published material relating to the practice of medicine in multiracial and multicultural Britain is briefly reviewed. The utilization of such information in English medical schools is found to be absent or at a low level of priority. A more detailed study of one region demonstrates that junior hospital doctors believe from experience that they have a need for training in 'multicultural' medicine to serve their current patient load. Objective tests demonstrate the poor levels of knowledge and the role of practical experience. Responses from a survey of administrators and clinical tutors suggest interest or willingness to develop training in this field but a lack of coordination or resources. The paper demonstrates clearly that medical education has failed to keep pace with developments in the social and ethnic composition of the potential client population. Doctors who are practising in multiracial areas support this argument for changes in the undergraduate curriculum and extension of provision in postgraduate education. These improvements should not be confined to specific medical schools because of the career mobility of doctors, and by analogy could be extended to other medical professionals. Recommendations are made as a basis for a long-term strategy to ensure that medical education plays its part in combating racism in society.     

Curriculum development: a strategy for change

It is generally accepted that educational methods have a lot to offer to the development of teaching and learning in medical colleges. However, it is frequently reiterated that these offerings are theoretical and are either not feasible or have little impact in most settings. This conclusion comes as an inevitable result of frustrations associated with well-meaning attempts to introduce change in the teaching and learning environment. The main purpose of this article is to share with the reader some of the experiences of one medical college in the introduction of change. In this article the decisions and implementation of change in the teaching programme are described. An evaluation of curriculum development was based on the impact or outcome of these strategies. The criteria used in this evaluation were student orientation, problem-solving, integration and community orientation. In the early stages of this experience the main strategy focused on teacher-training, which aimed at 'critical mass development'. A cohesive core group of teachers was formed. Further strategies for the introduction of change were used and modified according to need. Utilization of sources of power and influence was resorted to so as to draw attention to issues and to expedite academic decisions. In many instances group activities utilized emotionally detached 'academic' settings to resolve curriculum issues. Conflicts were mainly dealt with in this setting. The advantages and disadvantages of these strategies for change are discussed.     

试论高等医学院校的课程规划

课程规划是学校最为核心的职责之一,医学院校课程规划需要遵循国家政策、行业准则、培养目标、科学信息和整体统筹的原则.广西医科大学在课程规划实践中,注重树立全局意识,把握兼顾局部的尺度,制定科学、合理和有效的课程计划,使课程资源的整体利用达到了最优化.     

高职院校传统康复治疗技术课程教学改革与实践

传统康复治疗技术是高职院校康复治疗技术专业的核心课程，本着以康复治疗师岗位职业需求为出发点，对课程内容及教学方法进行改革与实践，力求提高教学质量，符合职业需要。     

注重课程开发与设计提高学生职业能力

本文探讨了在实施中外合作办学项目过程中,通过消化吸收外方职业教育课程体系,建构相应的教学思想、教学方法和教材,加强了高职高专学生职业能力的培养.     

Beyond barriers: The challenge of cultural diversity for nurse academics in the Australian context

In spite of the increasing significance of cultural diversity for nursing, some Australian nurse teachers are not well prepared for the challenges they face, nor have nursing curricula been re-conceptualized to meet the changing needs of society and more specifically nursing students.Although numerous teaching and learning programmes for inclusion of diversity are reported in the literature, both within Australia and overseas, there appears to be little commitment to the adoption of a more fundamental change in curricula and teaching and learning practices. In particular there appears to be little attention to how teachers negotiate meaningful social dynamics within multicultural learning contexts.This article reports on the findings of a study carried out across two Schools of Nursing in Australia. The purpose of the study was to explore why schools have been reluctant to move to more culturally diverse models of teaching and learning. This paper reports on the findings of focus groups with teachers about their experiences of teaching in the context of cultural diversity.Study findings explore teachers’ perceptions of cultural diversity and its impact on teaching and learning nursing. Teachers reported a range of tensions arising from lack of a shared philosophical view about curricula generally, lack of consideration of diversity as a significant issue for both teachers and students, limited perceptions of community as a key driver of curricula and a reluctance to address the difficult and contentious issues arising from diversity in the classroom.     

Instructional design dogma: Creating planned learning experiences in simulation

Human lives depend on the performance of our trainees; thus, the educational methodology used to transform our learners into experts are of paramount importance. Effective use of simulation requires educators explore and apply educational theory as they discover who the learner is, how the learner learns, what the learning needs are, and which planned learning experiences are best suited to meet the learner's specialized needs. The purpose of this article is to portray simulation as an educational strategy in the context of a curriculum, to explore emerging theories from educational psychology, and to provide concrete examples of their application in simulation-based education.