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Educational outcomes and leadership to meet the needs of modern health care

机译：教育成果和领导才能满足现代医疗保健的需求

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If professionals are to be equipped better to meet the needs of modern health care systems and the standards of practice required, significant educational change is still required. Educational change requires leadership, and lack of educational leadership may have impeded change in the past. In practical terms standards refer to outcomes, and thus an outcome based approach to clinical education is advocated as the one most likely to provide an appropriate framework for organisational and system change. The provision of explicit statements of learning intent, an educational process enabling acquisition and demonstration of these, and criteria for ensuring their achievement are the key features of such a framework. The derivation of an appropriate outcome set should emphasise what the learners will be able to do following the learning experience, how they will subsequently approach these tasks, and what, as a professional, they will bring to their practice. Once defined, the learning outcomes should determine, in turn, the nature of the learning experience enabling their achievement and the assessment processes to certify that they have been met. Provision of the necessary educational environment requires an understanding of the close interrelationship between learning style, learning theory, and methods whereby active and deep learning may be fostered. If desired change is to prevail, a conducive educational culture which values learning as well as evaluation, review, and enhancement must be engendered. It is the responsibility of all who teach to foster such an environment and culture, for all practitioners involved in health care have a leadership role in education. Quality in Health Care(Quality in Health Care 2001;10(Suppl II):ii38–ii45) >Key Words: leadership; learning; outcome based education
机译：如果要使专业人员具备更好的装备，以满足现代医疗保健系统的需求和所需的实践标准，那么仍然需要进行重大的教育变革。教育变革需要领导才能，而缺乏教育领导才能可能阻碍过去的变革。实际上，标准是指结果，因此，提倡基于结果的临床教育方法是最有可能为组织和系统变更提供适当框架的方法。提供明确的学习意图陈述，使学习者能够学习和证明这些意图的教育过程以及确保其实现的标准是这种框架的关键特征。适当的结果集的推导应强调学习者在学习经验后将能够做些什么，他们随后将如何完成这些任务以及作为专业人士将给他们的实践带来什么。一旦确定了学习成果，则应依次确定学习经验的性质，以使其获得成就，并通过评估过程来证明已达到要求。提供必要的教育环境需要了解学习风格，学习理论以及可以促进主动和深度学习的方法之间的紧密相互关系。如果要取得期望的改变，就必须建立一种有益的教育文化，该文化重视学习以及评估，审查和增强。所有教养这种环境和文化的人都有责任，因为所有参与卫生保健的从业人员都应在教育中发挥领导作用。卫生保健质量（Quality in Health Care 2001; 10（Suppl II）：ii38–ii45）>关键词：领导力；学习;基于结果的教育

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