• 主题
高级搜索  >
历史搜索 清空历史
首页> 外文期刊>Advances in health sciences education: theory and practice >What's not to LIC?
【24h】

What's not to LIC?

机译：什么不是LIC？

获取原文
获取原文并翻译 | 示例
           
页面导航
  • 摘要
  • 著录项
  • 相似文献
  • 相关主题

摘要

The longitudinal integrated clerkship (LIC) is currently one of the most potent symbols of progressive thinking in contemporary medical education. There is an air amongst those schools that have adopted this model of clinical education that we have escaped the outdated and ineffective bounds of specialty block rotations to a more educationally satisfying, liberating and productive way of training physicians. The small but growing literature on this model identifies the benefits of this model as enabling: greater learner involvement in the continuity of patient care; the ability to act as patient advocates; greater continuity of supervision; a more structured progression of learning; extended opportunities to learn by taking on a physician's role; heightened learner confidence, satisfaction, engagement, and performance; and greater opportunities for both independent and collaborative practice (Hauer et al. 2009; Norris et al. 2009; Couper et al. 2011; Hauer et al. 2012; Hirsh et al. 2012).
机译：纵向整合文员（LIC）当前是当代医学教育中渐进式思维的最有力标志之一。在那些采用这种临床教育模式的学校中，有一种氛围使我们摆脱了专业模块轮换的过时和无效的局限，转而以一种更具教育性的，解放和高效的方式培训医师。关于该模型的文献很少但正在不断增长，认为该模型具有以下优点：使学习者更多地参与患者护理的连续性;充当耐心倡导者的能力;更大程度的监督连续性;有条理的学习过程;通过扮演医生的角色扩大学习的机会;提高学习者的信心，满意度，参与度和表现;以及独立和合作实践的更多机会（Hauer等，2009; Norris等，2009; Couper等，2011; Hauer等，2012; Hirsh等，2012）。

著录项

相似文献

  • 外文文献
  • 中文文献
  • 专利
获取原文

客服邮箱：kefu@zhangqiaokeyan.com

京公网安备：11010802029741号 ICP备案号：京ICP备15016152号-6 六维联合信息科技 (北京) 有限公司©版权所有

  • 客服微信

  • 服务号