المؤلفون: Thomas, Patricia A., Kern, David E., Hughes, Mark T., Chen, Belinda Y.

المصدر: Universidad Peruana de Ciencias Aplicadas (UPC)Repositorio Académico - UPC.

الوصف: Este libro es la traducción al español de la tercera edición de la obra Curriculum Development for Medical Education: a six-step approach, publicada por Johns Hopkins University Press. El objetivo de esta publicación es beneficiar a los educadores médicos con un aprendizaje de un enfoque práctico, genérico y atemporal para el desarrollo curricular que aborde las necesidades actuales y futuras. Los editores de esta obra editores eligieron tres temas que se destacan en la última revisión del libro: la educación basada en competencias, que incluye los hitos y las actividades profesionales confiables (APROC) como herramienta de evaluación, la educación interprofesional y la tecnología educativa.
This book is the Spanish translation of the third edition of Curriculum Development for Medical Education: a six-step approach, published by Johns Hopkins University Press. The objective of this publication is to benefit medical educators with a practical, generic, and timeless approach to curricular development that addresses current and future needs. The editors of this book chose three topics that stand out in its last revision: competency-based education, which includes milestones and reliable professional activities (APROC) as an evaluation tool, interprofessional education, and educational technology.

وصف الملف: application/pdf

العلاقة: https://publicaciones.upc.edu.pe/desarrollo-curricular-para-la-educacion-medica-nxpvc.htmlTest

الإتاحة: http://hdl.handle.net/10757/624018Test

المؤلفون: Chen, Belinda Y., Kern, David E., Kearns, Robert M., Thomas, Patricia A., Hughes, Mark T., Tackett, Sean

المصدر: Academic Medicine ; volume 94, issue 5, page 678-685 ; ISSN 1040-2446

الوصف: Online curricula can make high-quality health professions education accessible in virtually any setting. They can enhance teaching and learning by both standardizing curricular resources and individualizing curricular experiences. Despite growing demand for and institutional interest in online curricula for medical education, many medical educators lack a framework for online curriculum development. Without rigorous and thoughtful development, online curricula can waste opportunity and resources by leading to education that is inferior to traditional methods. In this article, the authors describe a systematic approach to online curriculum development based on the Six-Step Approach for Curriculum Development for Medical Education, a widely used method that has led to successful implementation of a variety of traditional and online curricula. In each step, special considerations for curricula with larger and more diverse learner audiences—characteristic of many online curricula—are highlighted. Four common online curricular formats are also discussed: blended curricula, instructor-led fully online curricula, self-paced modules, and massive open online courses (MOOCs). The authors emphasize factors that differentiate one online format from another, including the budgetary, technical, and human resource requirements for each. The article concludes by urging medical educators to pursue opportunities to study and disseminate online curricular work.

الإتاحة: https://doi.org/10.1097/acm.0000000000002580Test
https://journals.lww.com/00001888-201905000-00036Test

المؤلفون: Leppert, Mary L. O’Connor, Burton, Vera J., German, Rebecca A., Gentner, Maura B., Yimgang, Doris P., Chen, Belinda Y.

المصدر: Medical Teacher ; volume 40, issue 4, page 400-406 ; ISSN 0142-159X 1466-187X

الإتاحة: https://doi.org/10.1080/0142159x.2017.1408898Test

المؤلفون: Leppert, Mary L. O’Connor, Burton, Vera J., German, Rebecca A., Gentner, Maura B., Yimgang, Doris P., Chen, Belinda Y.

المصدر: Medical Teacher; Apr2018, Vol. 40 Issue 4, p400-406, 7p

مصطلحات موضوعية: CLINICAL competence, CURRICULUM planning, CURRICULUM, INTERNSHIP programs, LABOR discipline, NEEDS assessment, NEONATAL intensive care, PROFESSIONS, SURVEYS, NEONATAL intensive care units

مستخلص: Purpose: Across various health conditions and geographic regions, there remains a dearth of clinicians with the expertise and confidence to identify and manage children with disabilities. At the front line of this crisis are clinician-educators, who are tasked with caring for these unique patients and with training the future workforce. Balancing patient care and clinical instruction responsibilities is particularly challenging when trainees of varied educational levels and specialties report simultaneously. The lack of a standard curriculum further compounds the clinician-educator’s teaching demands and threatens the consistency of trainees’ learning. Recognizing these challenges in their work in a neonatal follow-up clinic, the authors sought a solution through an established curriculum development process. Materials and methods: A needs assessment survey was conducted to gauge medical trainees’ knowledge, skills, and experiences. Applying needs assessment findings, the authors developed a curriculum, which was administered online to several trainee cohorts just prior to rotations in the neonatal follow-up clinic. Results: After completing the curriculum, trainees scored significantly higher on neonatal follow-up knowledge tests. Conclusions: Providing advance exposure helped to ensure that trainees arrived with comparable basal knowledge, which served as a foundation for more advanced instruction. This curricular approach may be useful across teaching venues, especially those with multi-level or multi-discipline learners. [ABSTRACT FROM AUTHOR]

: Copyright of Medical Teacher is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)