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Kulamakan Kulasegaram Maria Mylopoulos Paul Tonin Stacey Bernstein Pier Bryden Marcus Law 《Medical teacher》2018,40(5):443-448
AbstractRationale: There are perennial calls for MD curricula to reform in order to meet the changing needs of students, patients, and society. And yet, efforts at renewal have also been suggested to have minimal impact on the pedagogy and outcomes of medical education. One reason may be misalignment between the components of the curriculum during design and implementation. The University of Toronto MD program recently renewed its undergraduate preclinical Foundations curriculum. Mindful of the pitfalls of misalignment, the renewal process focused deliberately on alignment between the various components of the curriculum: instructional methods, student assessment, faculty development, and the larger purpose of serving students and society.Innovation: Educational evidence was used to drive the alignment process which resulted in three major changes. First, we created a spiral curriculum centered on 72 virtual patient cases designed to integrate content and prepare students for clinical learning. Second, we introduced a novel medical psychiatry component to address a core societal need in mental health. This exposed students early to experiences of complexity, ambiguity, and integrated patient care. Lastly, a shift to assessment for learning and programmatic assessment was designed and implemented concurrently to reinforce the pedagogy of the curriculum. Synchronous faculty development was developed for the new roles required of faculty.Conclusions: Early program evaluation shows alignment of these curricular components requires ongoing attention and resources in order to be successful. The potential benefits of this alignment are well prepared students who can meet the needs of their patients and society in an increasingly complex health system. 相似文献
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Kulasegaram K Min C Ames K Howey E Neville A Norman G 《Advances in health sciences education : theory and practice》2012,17(4):489-499
Applying a previously learned concept to a novel problem is an important but difficult process called transfer. It is suggested that a commonsense analogy aids in transfer by linking novel concepts to familiar ones. How the context of practice affects transfer when learning using analogies is still unclear. This study investigated the effect of a commonsense analogy and context familiarity for transfer of physiological concepts. First year psychology students (n = 24) learned three concepts: Starling's law, Laplace's law, and laminar-turbulent flow. The control group saw standard explanations while the intervention group saw an additional commonsense analogy. The context of learning was the organ system used for two practice clinical cases which differed for all concepts. Testing consisted of 12 new clinical cases. Starling's law cases used the organ system from practice while the other concepts presented in both novel and familiar organ systems. Half of the sample repeated testing after 1 week delay. The outcome was ratings of explanations of cases on a 0-3 scale. The effect of analogy was significant (Mean = 1.24 with, 0.86 without, F(1,22) = 4.26, p < 0.05) but not after delay (means of 1.08 and 0.75 respectively, F = (1,10), p = 0.06) There was significant effect for familiar context (Same = 1.23 (Starling), different = 0.68 (Laplace) and 0.73 (laminar-turbulent flow) (F(2,44) = 5.14, p < 0.01). Laplace's law and laminar turbulent flow cases in the familiar organ system had means of 1.65 and 1.77 respectively compared to novel cases with means of 0.74 and 0.68 (F(1,22) = 35.64, p < 0.0001). Similar effects were observed after delay. There was significant decay in performance after delay for all participants (immediate = 1.17, delayed = 0.91, F = 11.9 (1,10) p < 0.01). Common analogies aid conceptual understanding necessary for transfer. Despite conceptual aids, solving transfer problems is difficult. 相似文献
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Ng Stella L. Crukley Jeff Brydges Ryan Boyd Victoria Gavarkovs Adam Kangasjarvi Emilia Wright Sarah Kulasegaram Kulamakan Friesen Farah Woods Nicole N. 《Advances in health sciences education : theory and practice》2022,27(2):323-354
Advances in Health Sciences Education - Critical reflection supports enactment of the social roles of care, like collaboration and advocacy. We require evidence that links critical teaching... 相似文献
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Glen Bandiera Ayelet Kuper Maria Mylopoulos Cynthia Whitehead Mariela Ruetalo Kulamakan Kulasegaram Nicole N. Woods 《Medical education》2018,52(1):78-85