“从基因到社会”——约翰·霍普金斯大学医学院新型课程体系的设计逻辑与实施进程  

"Genes to Society"——The Logic and Process of the New Curriculum for the Johns Hopkins University School of Medicine

作　　者：Wiener CM 汪青[2] 殷侃骅[2] 

机构地区：[1]约翰.霍普金斯大学医学院,美国巴尔的摩21205 [2]复旦大学上海医学院,上海200032

出　　处：《复旦教育论坛》2012年第3期90-96,共7页Fudan Education Forum

摘　　要：2009年,约翰·霍普金斯大学医学院实施了一项全新的课程体系——"从基因到社会",其目的在于:更为宽泛地重构健康与疾病的相互关系,鼓励学生们在一个包含社会、文化、心理和环境等多维变量的综合系统中探索与患者的健康状况相关的生物学特性。本文描述了新课程的设计理念及其五年规划过程,包括课程目标的确定、课程的构建、新教学楼的建造、学生自身能力及教师发展的促进、横向和纵向结构的建立等。应对新课程挑战的关键因素在于:领导的支持、与教职员工的对话和沟通、不同群体和层面的广泛参与、避免井蛙之见、通过课程试点来测试教学理念和方法等。In 2009, the Johns Hopkins University School of Medicine implemented a new curriculum, ＂ Genes to Society＂ （GTS）, aimed at reframing the context of health and illness more broadly, to encourage students to explore the biologic properties of a patient＇s health within a larger, integrated system including social, cultural, psychological, and environmental variables. This article describes the design concept of the new curriculum, and the five-year planning process that included the definition of objectives, development of the new curriculum, commission of a new education building, addition of enhancements in student life and faculty development, and creation of a vertical and horizontal structure. Critical ingredients in meeting the challenges of implementing GTS were leadership support, dialogue with faculty, broad engagement of the institutional community, avoidance of tunnel vision, and the use of pilot courses to test concepts and methods.

关 键 词：医学教育 课程 教育改革 约翰·霍普金斯大学医学院 

分 类 号：G642.3[文化科学—高等教育学] R-4[文化科学—教育学]