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首页> 外文期刊>Medical teacher >Expanded partnerships between medical faculty and medical students: Developing a Global Health curriculum as an example of 'student-led learning' at the University of Queensland, Australia.
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Expanded partnerships between medical faculty and medical students: Developing a Global Health curriculum as an example of 'student-led learning' at the University of Queensland, Australia.

机译：扩大医学院与医学生之间的合作伙伴关系：以澳大利亚昆士兰大学为例，以“学生主导的学习”为例，开发全球卫生课程。

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BACKGROUND: Reflecting trends in medical education from didactic teaching to student-centred learning, the novel approach of student-led learning was applied at the University of Queensland (UQ) School of Medicine. This article examines the benefits, risks and limitations of curriculum development led by students. AIM: The Project aimed to trial student-led development of a Global Health curriculum module for the UQ medical programme, as part of an international collaboration with related Health Sciences activities of Universitas 21 (U21). METHODS: The Head (Dean) of the UQ School of Medicine instigated the Project. A student Convenor was appointed to lead it and, in conjunction with faculty, to design curriculum Learning Objectives and supporting resources. RESULTS: The initial vision of the Project was greatly expanded, from an optional elective to a compulsory curriculum module with inbuilt prospective outcome measures. The module was established in less than 12 months and is now being delivered throughout the 4-year medical programme. A process for ongoing student leadership of the Project was established. CONCLUSION: Student-led learning can be effective if given adequate support by faculty. The UQ School of Medicine's new curriculum module and collaboration with U21 promote the teaching of Global Health.
机译：背景：为了反映医学教育从教学到以学生为中心的学习趋势，昆士兰大学医学院采用了一种以学生为主导的新颖学习方法。本文探讨了由学生主导的课程开发的收益，风险和局限性。目的：该项目旨在试验以学生为主导的针对昆士兰大学医学项目的全球卫生课程模块的开发，这是与Universitas 21（U21）的相关健康科学活动进行国际合作的一部分。方法：昆士兰大学医学院校长（院长）主持了该项目。任命了一名学生召集人来领导它，并与教师一起设计课程学习目标和支持资源。结果：该项目的最初愿景得到了很大的扩展，从可选的选修课程到具有内置预期结果测评的必修课程模块。该模块在不到12个月的时间内建立，目前在整个4年的医疗计划中均已交付。建立了一个持续进行学生领导该项目的过程。结论：如果教师给予足够的支持，以学生为主导的学习将是有效的。昆士兰医学院的新课程模块以及与U21的合作促进了全球健康的教学。

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