纵向镶嵌课程行星健康的概念和实施在德国w尔茨堡医学院。

IF 1.5 Q2 EDUCATION, SCIENTIFIC DISCIPLINES GMS Journal for Medical Education Pub Date : 2023-01-01 DOI:10.3205/zma001615
Jörg Schmid, Anna Mumm, Sarah König, Janina Zirkel, Eva-Maria Schwienhorst-Stich
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引用次数: 3

摘要

项目背景:卫生保健和科学领域的利益攸关方越来越多地要求将关于地球健康的教学内容迅速纳入所有卫生保健专业的课程。在医学教育中,这些主题目前只涵盖得不够充分,而且大多局限于选修课程。为什么要启动这个项目?为了使所有医科学生了解螺旋学习并促进对行星健康的跨学科理解,正在编制纵向镶嵌课程,在整个学习过程中介绍行星健康的各个方面。我们分享这个项目开始时的初步经验,作为激励其他地方开展类似活动的范例。项目执行情况:我们绘制了维尔纽斯堡医学院所有课程的地图,并将其与《国家医学教育能力学习目标目录》中关于地球健康主题的现有学习目标进行了比较。然后,我们确定了课程注入点,并与26个不同专业的教学人员和课程协调员进行了磋商,以便将各自的内容整合到课程中,并在必要时开发新的内容。所有课程注入点的概述以及相应的主题、学习目标、教学和考试方法正在开发中。项目评估:讲师与医学院教学诊所项目团队交流;随后将举行进一步的网络会议,以协调学习螺旋。讲师被要求在“知识”、“态度”、“技能”和“信心”等类别中提供结构化的学习目标,这些主题与课程相结合。计划在学生和讲师之间使用Evasys®问卷进行口头和书面评估。最终总体评估展望:在我们的干预之后,在几门课程中介绍了行星健康主题。在螺旋式学习的背景下,将联系来自其他医学学科的教学人员,以便在课程的不同点上突出更多的观点。此外,将发展跨学科的教学形式,以便考虑到相互关系的复杂性。
本文章由计算机程序翻译,如有差异,请以英文原文为准。

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Concept and implementation of the longitudinal mosaic curriculum planetary health at the Faculty of Medicine in Würzburg, Germany.

Background of the project: Stakeholders in healthcare and science increasingly demand the rapid integration of teaching content on planetary health (PIH) into the curricula of all the healthcare professions. In medical education, such topics are currently only covered inadequately and are mostly limited to elective courses.

Why was the project initiated?: In order to reach all medical students in the sense of a learning spiral and promote an interdisciplinary understanding of planetary health, a longitudinal mosaic curriculum is being developed that introduces aspects of planetary health throughout the entire course of study. We share the first experiences of the start of this project as an example to inspire similar activities elsewhere.

Implementation of the project: We mapped all the courses at the Faculty of Medicine in Würzburg and compared them with existing learning objectives on planetary health topics from the National Competency-Based Catalog of Learning Objectives for Medical Education. We then identified curricular injection points and held consultations with teaching staff and course coordinators from 26 different specialities in order to integrate the respective contents into the courses and, if necessary, develop new content. An overview of all curricular injection points with the corresponding topics, learning objectives, and teaching and examination methods is under development.

Evaluation of the project: The lecturers exchanged ideas with the project team of the teaching clinic of the Faculty of Medicine; further networking meetings to coordinate a learning spiral are to follow. The lecturers were asked to provide structured learning objectives in the categories "knowledge", "attitudes", "skills", and "confidence" on the topics integrated into the courses. Oral as well as written evaluations using Evasys® questionnaires among students and lecturers are planned.

Final overall assessment outlook: Planetary Health topics have been introduced in several courses following our intervention. In the context of a learning spiral, teaching staff from further medical disciplines will be contacted so that more perspectives can be highlighted at different points in the curriculum. In addition, interdisciplinary teaching formats will be developed in order to take the complexity of the interrelationships into account.

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来源期刊
GMS Journal for Medical Education
GMS Journal for Medical Education EDUCATION, SCIENTIFIC DISCIPLINES-
CiteScore
3.40
自引率
12.50%
发文量
30
审稿时长
25 weeks
期刊介绍: GMS Journal for Medical Education (GMS J Med Educ) – formerly GMS Zeitschrift für Medizinische Ausbildung – publishes scientific articles on all aspects of undergraduate and graduate education in medicine, dentistry, veterinary medicine, pharmacy and other health professions. Research and review articles, project reports, short communications as well as discussion papers and comments may be submitted. There is a special focus on empirical studies which are methodologically sound and lead to results that are relevant beyond the respective institution, profession or country. Please feel free to submit qualitative as well as quantitative studies. We especially welcome submissions by students. It is the mission of GMS Journal for Medical Education to contribute to furthering scientific knowledge in the German-speaking countries as well as internationally and thus to foster the improvement of teaching and learning and to build an evidence base for undergraduate and graduate education. To this end, the journal has set up an editorial board with international experts. All manuscripts submitted are subjected to a clearly structured peer review process. All articles are published bilingually in English and German and are available with unrestricted open access. Thus, GMS Journal for Medical Education is available to a broad international readership. GMS Journal for Medical Education is published as an unrestricted open access journal with at least four issues per year. In addition, special issues on current topics in medical education research are also published. Until 2015 the journal was published under its German name GMS Zeitschrift für Medizinische Ausbildung. By changing its name to GMS Journal for Medical Education, we wish to underline our international mission.
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