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Addressing learner disorientation: Give them a roadmap

机译：解决学习者的迷失方向：给他们一个路线图

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This article describes the problem of disorientation in students as they become doctors. Disorientation arises because students have a poor or inaccurate understanding of what they are training to become. If they do not know what they are becoming it is hard for them to prioritise and contextualise their learning, to make sense of information about where they are now (assessment and feedback) or to determine the steps they need to take to develop (formative feedback and "feedforward"). It is also a barrier to the early development of professional identity. Using the analogy of a map, the paper describes the idea of a curriculum that is articulated as a developmental journey - a "roadmap curriculum". This is not incompatible with a competency-based curriculum, and certainly requires the same integration of knowledge, skills and attitudes. However, the semantic essence of a roadmap curriculum is fundamentally different; it must describe the pathway or pathways of development toward being a doctor in ways that are both authentic to qualified doctors and meaningful to learners. Examples from within and outside medicine are cited. Potential advantages and implications of this kind of curricular reform are discussed.
机译：本文介绍了学生成为医生时迷失方向的问题。迷失方向的产生是因为学生对他们要成为什么样的人了解不足或不准确。如果他们不知道自己正在成为什么样的人，那么他们就很难确定学习的优先次序和背景，难以了解他们现在所处的位置（评估和反馈）或确定他们需要采取的开发步骤（正式反馈）和“前馈”）。这也是职业身份早期发展的障碍。使用地图的类比，本文描述了作为发展旅程而明确表达的课程的概念-“路线图课程”。这与基于能力的课程并不矛盾，当然也需要知识，技能和态度的整合。但是，路线图课程的语义本质是根本不同的。它必须以对合格医生来说是真实的对学习者有意义的方式描述成为医生的发展道路。引用了医学内外的例子。讨论了这种课程改革的潜在优势和启示。

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