中华医学教育杂志

中华医学教育杂志 ›› 2022, Vol. 42 ›› Issue (1): 85-88.DOI: 10.3760/cma.j.cn115259-20210618-00767

• 国外医学与比较医学教育 • 上一篇    下一篇

阿尔伯塔大学教师临床诊断推理教学培训的特点与启示

左天明1, 郑斌2, 丁宁1   

  1. 1中国医科大学国际医学教育研究院教育技术研究所,沈阳 110122;
    2阿尔伯塔大学医学与口腔学院外科仿真实验室,埃德蒙顿 T6G 2V2
  • 收稿日期:2021-06-18 发布日期:2021-12-31
  • 通讯作者: 丁宁, Email: nding@cmu.edu.cn
  • 基金资助:
    中国医科大学“十三五”第二批医学教育科学研究课题(YDJK2018007)

Characterization and revelation on clinical diagnostic reasoning workshop in University of Alberta

Zuo Tianming1, Zheng Bin2, Ding Ning1   

  1. 1Research Institute for Educational Technology, Institute for International Health Professions Education and Research, China Medical University, Shenyang 110011, China;
    2Surgical Simulation Research Lab, Faculty of Medicine and Dentistry, University of Alberta, Edmonton T6G 2V2, Canada
  • Received:2021-06-18 Published:2021-12-31
  • Contact: Ding Ning, Email: nding@cmu.edu.cn
  • Supported by:
    The Second Batch of Medical Education Scientific Research Projects in the “The 13th 5-year Plan” from China Medical University (YDJK2018007)

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摘要： 临床推理能力是临床医生岗位胜任力的核心能力之一,始终是各国医学教育学者研究关注的热点。加拿大顶尖院校之一阿尔伯塔大学教师临床诊断推理教学培训有着独到之处。本文围绕其教师临床诊断推理教学培训的3个主题——基础理论、培养临床诊断推理能力的有效提问技巧及教学评价工具进行介绍。希望能够对我国临床诊断推理教学和师资培训有所借鉴。

关键词: 临床诊断推理, 教师发展, 教育理论, 教学与评价

Abstract: Clinical reasoning is one of the core competencies for all clinicians. It has been a central topic of medical education and studied by many health institutes around the world. The University of Alberta is one of the leading institutes in teaching clinical diagnosis reasoning. This article introduces three themes of training for clinical diagnosis reasoning using in the University of Alberta. The three themes include the fundamental theories, effective questioning techniques to foster clinical diagnosis reasoning, and tools that are available for assessing clinical diagnosis reasoning. The experience from University of Alberta may help medical educators in China to build an effective faculty development program and strengthen the training of clinical diagnosis reasoning for medical students in China.

Key words: Clinical diagnosis reasoning, Faculty development, Education theory, Teaching and assessment

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