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首页> 外文期刊>Academic Medicine: Journal of the Association of American Medical Colleges >From Modules to MOOCs: Application of the Six-Step Approach to Online Curriculum Development for Medical Education
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From Modules to MOOCs: Application of the Six-Step Approach to Online Curriculum Development for Medical Education

机译：从模块到MOOCS：在线课程开发的六步方法在医学教育中的应用

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摘要

Online curricula can make high-quality health professions education accessible in virtually any setting. They can enhance teaching and learning by both standardizing curricular resources and individualizing curricular experiences. Despite growing demand for and institutional interest in online curricula for medical education, many medical educators lack a framework for online curriculum development. Without rigorous and thoughtful development, online curricula can waste opportunity and resources by leading to education that is inferior to traditional methods. In this article, the authors describe a systematic approach to online curriculum development based on the Six-Step Approach for Curriculum Development for Medical Education, a widely used method that has led to successful implementation of a variety of traditional and online curricula. In each step, special considerations for curricula with larger and more diverse learner audiences-characteristic of many online curricula-are highlighted. Four common online curricular formats are also discussed: blended curricula, instructor-led fully online curricula, self-paced modules, and massive open online courses (MOOCs). The authors emphasize factors that differentiate one online format from another, including the budgetary, technical, and human resource requirements for each. The article concludes by urging medical educators to pursue opportunities to study and disseminate online curricular work.
机译：在线课程可以在几乎任何环境中获得高质量的健康专业教育。他们可以通过标准化课程资源和个性化课程体验来提高教学和学习。尽管对医学教育的在线课程不断增长和体制利益，但许多医疗教育者缺乏在线课程开发的框架。在没有严格和周到的发展，在线课程可以通过导致传统方法劣等的教育来浪费机会和资源。在本文中，作者描述了基于医学教育课程开发的六步方法的在线课程开发的系统方法，这是一种广泛使用的方法，导致了各种传统和在线课程的成功实施。在每一步中，突出显示许多在线课程的更大和更多样化的学习者观众特征的课程的特殊考虑因素。还讨论了四种常见的在线课程格式：混合课程，教练LED完全在线课程，自定节点模块和大规模开放的在线课程（MOOCs）。作者强调了区别了一个在另一个在线格式的因素，包括每个的预算，技术和人力资源要求。本文通过敦促医疗教育工作者追求学习和传播在线课程工作的机会。

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