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
