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| 題 名 | 複合式模擬課程設計=Hybrid Simulation Based Training Curriculum |
|---|---|
| 作 者 | 陳品堂; 張國珍; 許齡之; 張玉喆; 胡慧蘭; | 書刊名 | 臺灣醫學 |
| 卷 期 | 19:4 2015.07[民104.07] |
| 頁 次 | 頁363-369 |
| 專 輯 | 模擬醫學 |
| 分類號 | 410.3 |
| 關鍵詞 | 複合式課程; 模擬; 工作坊; 結果導向; 教學計劃; Hybrid integrated training curriculum; Medical simulation; Workshop; Outcome based; Training curriculum; |
| 語 文 | 中文(Chinese) |
| 中文摘要 | 設計以結果為導向的教學是刻不容緩的事,我們應重新檢討現行各種教學計劃與實際臨床的落差,並調查教學需要,才能設計出適合各教學單位的教學計劃。複合式課程,乃是利用結合講課、實作工作坊、模擬等教學模式方式進行整合訓練,因為一種教學模式無法應付所有的主題與目標,一個訓練也必須融合多種教學模式。而教學首重課程設計,在設計過程必須考量資源與進行模式,再以目標設計為結果為導向教學,而教學計劃的設計步驟為選擇教學計劃、制訂目標、拆解各目標及技術為許多重要步驟、因應教學重點及各個重要步驟設計出可行的教學模式。 |
| 英文摘要 | It is crucial to conduct competency based and outcome based training. We need to assess the gaps between training curriculum and clinical competence. Performing needs analysis is important to design optimal training curriculum for each professional. There are several teaching methods to teach knowledge and technical skills. One teaching method could not be used for every objective. Hybrid curriculum is invented to conduct integrated training by using lecture, hands-on practice workshop, medical simulation, etc. We advocate to design the outcome based training curriculum by considering the resources and needs analysis. There are four steps in designing the integrated training curriculum: selecting the training curriculum, setting up objectives, dividing each objective or technique into several steps, selecting or inventing teaching method or material for each step. |
本系統中英文摘要資訊取自各篇刊載內容。