课程设计是医学教师发展质量的关键,而医学教师发展中存在着对课程设计不够重视的现象。美国国际医学教育与研究发展基金会(Foundation for Advancement of International Medical Education and Research,FAIMER)与中国医科大学和南方医科大学合作,在我国建立了2个国际协作区域中心,并开办了医学教师发展课程。本研究采取参与式观察和实物资料收集的方法,对我国2个区域中心开办的国际医学教师发展课程设计进行个案研究。研究发现国际医学教师发展的课程设计呈现出“六位一体”特征,即“教育问题的确定”“教育需求的表达”“教育目标的设定”“教育策略的选择”“教学的实施”“教学评估和改进”6个部分在课程设计中统合为一个有机的整体,每个部分均互为因果、互相依赖、紧密协作,强调整合性和系统性,形成了闭环课程设计体系。这种多维度构建的教学设计模式有效完成了区域中心国际医学教师发展的课程目标,为探索高等教育对外开放背景下运用国际资源推动我国医学教师发展提供了有益启示,为推进扎根中国本土的医学教师发展模式提供了参考。

Course design is crucial for the development of the quality of medical teachers, yet insufficient attention is often paid to this aspect within the realm of medical faculty development. In collaboration with China Medical University and Southern Medical University, the Foundation for Advancement of International Medical Education and Research (FAIMER) has established two international collaborative regional institutes in China and offered programs for the development of medical faculty. This study employed participatory observation and material collection methods to conduct a case study on the course design of international medical faculty development programs offered by these two regional institutes in China. The study found that the course design for international medical faculty development presents the ″six-in-one″ features, integrating six components into an organic whole: ″identification of educational issues,″ ″articulation of educational needs,″ ″establishment of educational objectives,″ ″selection of educational strategies,″ ″implementation of instruction,″ and ″evaluation and improvement of teaching.″ Each component was interconnected, causally related, interdependent, and collaborates closely, emphasizing integration and systematicity, thus forming a closed-loop course design system. This multidimensional instructional design model effectively achieves the program objectives of the regional institutes' international medical faculty development, offering valuable insights into leveraging international resources to advance medical faculty development in the context of China's higher education openness. It also supports the promotion of a localized medical faculty development model rooted in China.