摘要
西班牙巴塞罗那大学医学院将医学毕业生的学习结果界定为3个领域(技能、学术和个人发展),580个具体的学习结果,并以此为标准评价毕业生的能力,启动课程改革。从中可获得以下借鉴:认识到学习结果的重要性,明确界定学习结果是课程改革的前奏,应形成科学民主的课程决策机制和程序。
The Medical School at the University of Barcelona defined the specific learning outcomes for its graduates. There were 580 and were distributed in three domains: technical outcomes, academic outcomes and personal outcomes. Subse- quently, the medical school began to evaluate students' achievement of these learning outcomes and implemented a new outcome-based curriculum. There are three lessons we learn from this reform: firstly, we should know the importance of defining the learning outcomes. Secondly, clearly-defined learning outcomes is a prelude to the curriculum reform. Lastly, we should form a scientific and democratic curriculum decision-making mechanism and procedures.
出处
《医学与哲学(A)》
北大核心
2012年第11期59-62,共4页
Medicine & Philosophy:Humanistic & Social Medicine Edition
基金
上海市教育科学研究项目"上海市医学院校临床实习质量标准开发研究"
项目编号:B09024
上海市教委科研创新项目"医学院校培养目标开发研究"
项目编号:10YS47
关键词
学习结果
巴塞罗那大学医学院
医学教育改革
learning outcomes, University of Barcelona Faculty of Medicine, medical education reform