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Curriculum design is a complex process that involves tasks related to design, implementation, assessment, evaluation and optimization of study academic programs. 一个重要的 课程开发的组成部分是课程映射. 课程映射包括 aligning instruction with desired goals and outcomes to ensure the connections are 轻松可视化. 

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Near-peer teaching can be used to foster learning at multiple levels, including to develop professional skills and enhance content understanding for near-peer teachers and to create a safe and supportive environment for junior learners. 有很多 采用近同伴教学时的考虑因素. 让学习者参与领导; supporting near-peer teachers in their work and promoting a learner centered approach 能帮助一个成功的近同伴教学计划吗.

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Bias in assessment can negatively affect trainees in a variety of ways. 公平公正 assessment is essential to ensure competency, provide equal opportunities, encourage respect for all learners regardless of their individual characteristics. 这篇文章 details five common types of bias related to the assessment of trainees and strategies 教育工作者可以用它来减轻他们. 

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造型的反馈 in medical education involves observing the trainee’s performance within a certain domain and comparing it against an expected standard. 造型的反馈 should be clear, specific, timely, actionable, based on observed activity or behaviors. In undergraduate medical education, the 13 American Association of Medical Colleges core entrustable professional activities (Core EPAs) are one example of a structure for designing medical education curricula, providing formative feedback, creating 对学员的期望. 造型的反馈 allows educators to reinforce the importance of applying textbook knowledge and incorporating continued learning to improve patient 护理和健康结果. 

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Imagine the following: You teach anatomy and your learners are rapidly approaching 他们的第一次考试. One of your learners waits until the last few days before the exam 开始学习. Once she starts, she only spends an hour or two each day reviewing, and primarily reviews from the PowerPoint slides rather than going into the laboratory. When she visits the laboratory, she brings a list of structures to identify and checks them off one by one as she studies a dissection prepared by teaching assistants. On the day of the exam, she receives a poor exam grade because she was unable to remember the names of specific structures, or their relationship to one another. 当她收到 her grade, she is surprised because she used the same strategies that have always 在其他课程上为她工作. 出了什么问题??

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In 2009, researchers compared maternal complications of delivery and stratified the complication rates into quintiles of residency programs based on where the delivering 产科医生完成了培训. 在与最高的五分位数比较时 complication rate to the quintile with the lowest complication rate, there was a 3.3% 产妇并发症的绝对风险降低. 重要的是你的产科医生在哪里 完成实习期.

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Educators may now be familiar with the Accreditation Council for Graduate Medical 教育’s (ACGME) recognition of competency-based medical education through their 为住院医师和研究员介绍里程碑.

However, members of clinical competency committees and other stakeholders responsible for developing curriculum in graduate medical education may wonder how to design learning experiences that are indeed competency-based, especially those who may not have had 课程设计方面的正式培训. Carraccio和他的同事开发了一个四步法 process for operationalizing competency-based medical education that ACGME referenced 在他们的里程碑指南中. 

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We are pleased to announce the inaugural members of our Saint Louis University School of Medicine Center for Educator Development, Advancement, 研究 (雪松) community 博客编辑评审委员会!  

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Welcome to the Saint Louis University 医学院 Center for Educator Development, 进步和研究社区博客.

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