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A New Approach to Learning How to Teach: medical students as instructional designers

机译：学习教学的新方法：医学生作为教学设计师

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摘要

As students at the David Geffen School of Medicine at UCLA, the student authors were given the opportunity to develop their own creative projects which would be used to teach future medical students. They chose their own topics, planned and researched their projects, and then implemented the projects in interactive digital Adobe Flash files. In the first project they created interactive case-based radiology teaching files. In the second project they integrated photographic images into the existing illustrative anatomy files. Students in subsequent years have learned from these files on computers both at home and in the school's anatomy lab. The experience of creating the files served as an opportunity for hands-on learning for the student authors, both of the material and of the practice of teaching. In this paper they describe why they undertook these projects, what exactly they did, and the impact their creation had on them. The projects demonstrate that student-driven educational materials are both possible and beneficial. Furthermore, their experience has allowed them to conclude that faculty at other medical schools should consider providing students with opportunities to develop their own creative projects that contribute to the curriculum.
机译：作为加州大学洛杉矶分校戴维·格芬医学院的学生，学生作者有机会开发自己的创新项目，这些项目将用于教授未来的医学生。他们选择了自己的主题，计划并研究了他们的项目，然后以交互式数字Adobe Flash文件实施了这些项目。在第一个项目中，他们创建了基于案例的交互式放射学教学文件。在第二个项目中，他们将摄影图像整合到现有的说明性解剖文件中。随后几年的学生从家里和学校解剖实验室的计算机上从这些文件中学习。创建文件的经验为学生作者提供了动手学习的机会，包括材料和教学实践。在本文中，他们描述了他们进行这些项目的原因，所做的确切工作以及其创作对他们的影响。这些项目表明，以学生为主导的教育材料既可行又有益。此外，他们的经验使他们得出结论，其他医学院的教师应考虑为学生提供机会，以发展自己的创意项目，从而为课程做出贡献。

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