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題 名 | Changes of Medical School Curriculum in the 1990s and Its Impact on the First- and Second-Year Curriculum of the University of Pennsylvania School of Medicine=1990年代美國醫學課程的改變對賓大醫學系第一及第二年課程的衝擊 |
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作 者 | 劉嘉上; 劉華昌; | 書刊名 | 醫學教育 |
卷 期 | 3:2 1999.06[民88.06] |
頁 次 | 頁3-14 |
分類號 | 410.3 |
關鍵詞 | 醫學課程; 賓州大學; 學生意見; Medical curriculum; University of pennsylvania; Student opinion; |
語 文 | 英文(English) |
中文摘要 | 醫學教育在近40年有重大改革,一方面是由於醫學知識一日千里,一方面是來自政府、社會及醫學院學生的壓力。教育內容也從極為嚴謹的專業科學,移到較富於彈性化、人文化的醫學。本文著重於賓州大學醫學院的醫學課程介紹:亦即學生從大學畢業後進入醫學系前兩年的課程。第一年從九月開始,教授生化、解剖、組織及胚胎等等學門。另加醫學100課程 (一週一次,教導學生如何舒服地與病人交談)。健康與大眾 (一月一次共12次,教導不同的社會、經濟、政治與醫學的關係)。十二月開始學遺傳、生理、免疫及神經綜合科學 (合併神經科學、神經學、神經解剖學及精神科,所以包含行為科學)。醫學101A課程 (教導學生詢問病史的技巧,直到第一學年結束)。三月至五月:微生物學、病理導論、流行病學、婦產科導論。第二年是「橋樑」課程 (連接基礎醫學與臨床醫學的課程)。從八月開始至次年三月止。以「器官」為單元,修習病理學、病態生理學、理學診斷、營養學。例如,同時學「胃潰瘍」的病理,病理生理、理學診斷。藥理學、藥物濫用、感染之機制也同時傳授。醫學101B課程 (學如何設出分別診斷,如何做理學檢查)。從三月起,開起臨床醫學的學習,比其他大學早約半年。賓大下一次的改革的是把臨床醫學的學習提早兩個月,亦即從第二年的一月就開始。 (第二學年是從八月開始)。因此,生化、解剖與胚胎、遺傳在第一年的上半年就學完。第一年的下半到第二年的上半教授「橋樑」課程。在新的「橋樑」課程中將同時講授正常與病態的解剖、組織結構與機能。所以,組織學、病理學、生理學、病態生理學將一同教授。本文也包含了賓大醫學生的看法。賓大醫學院為了合乎社會需要,加入一些社會科學的課程,並使學生早日接解臨床醫學,此點受到學生的歡迎。與6位學生交談的結果看來,他們普遍滿意賓大的課程安排,尤其是臨床經驗的灌輸方面。但他們也指出需要改善的地方。需改善之處,不只限於課程的安排,他如教學內容深度、教學方法等等也在批評之中。 |
英文摘要 | Medical school education has changed dramatically over the last 40 years. Not only have advances of medical knowledge changed the curriculum, but pressures from government, society, and medical students have also changed the curriculum. The medical curriculum has shifted from one strictly tracked and heavily scientific to one that offers more flexibility and incorporates more humanistic aspects of medicine. This report focuses on the University of Pennsylvania(Penn) School of Medicine's first-and second-year curriculum. The report shows Penn's continuing attempts to change its curriculum to one that fulfills the needs of the medical community today. Penn's curriculum incorporates some social sciences, following the trend of medical schools throughout the years, but Penn's drive to get students into the clinical setting is favored by students and puts Penn ahead in adopting reforms. Proposed reforms by Penn will put Penn even closer to the cutting edge in terms of getting students into clinics faster. Interviews with Penn students reveal that they are generally satisfied with Penn's curriculum. While enjoying aspects of education such as the clinical experience, they do see areas needing reform in the curriculum. The need for reform is far from over for Penn's medical curriculum, but it has addressed changes which help students be better prepared for the current medical climate. |
本系統中英文摘要資訊取自各篇刊載內容。