期刊
JOURNAL OF CONTINUING EDUCATION IN THE HEALTH PROFESSIONS
卷 25, 期 1, 页码 43-51出版社
JOHN WILEY & SONS INC
DOI: 10.1002/chp.8
关键词
CME; e-learning; instructional design; distance learning; international; program evaluation; outcome-based education; continuing medical education
Increasing demands on continuing medical education (CME) are taking place at a time of significant developments in educational thinking and new learning technologies. Such developments allow today's CME providers to better meet the CRISIS criteria for effective continuing education: convenience, relevance, individualization, self-assessment, independent learning, and a systematic approach. The International Virtual Medical School (IVIMEDS) provides a case study that illustrates how rapid growth of the Internet and e-learning can alter undergraduate education and has the potential to alter the nature of CME. Key components are a batik of reusable learning objects, a virtual practice with virtual patients, a learning-outcomes framework, and self assessment instruments. Learning is facilitated by a curriculum map, guided-learning resources, ask-the-expert opportunities, and collaborative or peer-to-peer learning. The educational philosophy is just-for-you learning (learning customized to the content, educational strategy, and distribution needs of the individual physician) and just-in-time learning (learning resources available to physicians when they are required). Implications of the new learning technologies are profound. E-learning provides a bridge between the cutting edge of education and training and outdated procedures embedded in institutions and professional organizations. There are important implications, too, for globalization in medical education, for multiprofessional education, and for the continuum of education from undergraduate to postgraduate and continuing education.
作者
我是这篇论文的作者
点击您的名字以认领此论文并将其添加到您的个人资料中。
推荐
暂无数据