Relationship-Centered Transformation of Curricula

以关系为中心的课程转型

• 批准号: 7012007
• 负责人: CHARLENE M DEWEY
• 金额: $ 27万
• 依托单位: BAYLOR COLLEGE OF MEDICINE
• 依托单位国家: 美国
• 财政年份: 2006
• 资助国家: 美国
• 起止时间: 2006-03-15 至 2010-11-30
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/7012007
• 关键词: behavioral /social science research tag; behavioral medicine; clinical research; communication; cost effectiveness; curriculum; educational resource design /development; health behavior; health care quality; medical education; mentoring /mentor; patient care personnel attitude; patient care personnel relations; physicians; social psychology

DESCRIPTION (provided by applicant): We propose to transform the Baylor College of Medicine curriculum to reflect an ideal balance among the behavioral, biomedical, and social sciences using a relationship-centered approach. All ten of the indicators of Healthy People 2010 reflect behavioral and social issues. Because nearly 50% of morbidity and mortality in the U.S. are related to behavioral and social factors, 21st century medical graduates need to possess a full range of knowledge, skills, attitudes, and behaviors that include both behavioral/social sciences and biomedical sciences. The presence of informal and social forces within medical school environments (commonly termed the "hidden curriculum") often marginalizes the importance of the behavioral and social sciences. Taking this into account, we plan to offset these forces by influencing relationships within the institution. Our Specific Aims are to educate the 21st-century physician through: 1) Transforming core student-teacher relationships through strategically reshaping the formal medical school curriculum; 2) Transforming student-faculty relationships in the "hidden curriculum" through a multifaceted faculty development program; 3) Transforming other core relationships in addition to the student-teacher relationship (e.g., student-self, student-student, etc.); and 4) Promoting an institutional environment that recognizes and values the mediating influence of relationships and the importance of the behavioral and social sciences in medical student education. Our methods will include reviewing/enhancing current curriculum content and implementing new initiatives (e.g. Learning Communities); teacher development efforts and developing enduring materials; implementing reflective practices for students through portfolios, Learning Communities, and four-year patient relationships; and instituting awards systems, protecting faculty time, and heightening institutional awareness. Using an established evaluation framework, we will measure: 1) ratings of program effectiveness, 2) changes in knowledge, skills, and attitudes, 3) changes in relationship-centered behaviors, and 4) improvements in the educational environment (e.g., formal and hidden curriculum, institutional support of relationship-centered education). By building on existing initiatives at Baylor and the expertise and experience of the multidisciplinary project team, we will ensure both high quality content and educational processes devoted to the Behavioral and Social Sciences.

描述（由申请人提供）：我们建议改造贝勒医学院的课程，以使用以关系为中心的方法反映行为、生物医学和社会科学之间的理想平衡。 《2010年健康人》的所有十项指标都反映了行为和社会问题。 由于美国近 50% 的发病率和死亡率与行为和社会因素有关，因此 21 世纪的医学毕业生需要拥有包括行为/社会科学和生物医学在内的全方位知识、技能、态度和行为。医学院环境中非正式和社会力量的存在（通常称为“隐藏课程”）常常边缘化行为和社会科学的重要性。考虑到这一点，我们计划通过影响机构内部的关系来抵消这些力量。我们的具体目标是通过以下方式教育 21 世纪的医生： 1）通过战略性地重塑正规医学院课程来转变核心师生关系； 2）通过多方面的教师发展计划，转变“隐性课程”中的师生关系； 3）转变师生关系以外的其他核心关系（如学生与自我、学生与学生等）； 4) 促进一个认识和重视关系的中介影响以及行为和社会科学在医学生教育中重要性的制度环境。我们的方法将包括审查/加强当前的课程内容和实施新举措（例如学习社区）；教师发展努力和开发持久材料；通过档案袋、学习社区和四年的患者关系为学生实施反思实践；建立奖励制度，保护教师的时间，并提高机构意识。使用既定的评估框架，我们将衡量：1）项目有效性的评级，2）知识、技能和态度的变化，3）以关系为中心的行为的变化，以及4）教育环境的改善（例如，正式和隐性课程、以关系为中心的教育的制度支持）。 通过建立贝勒现有的举措以及多学科项目团队的专业知识和经验，我们将确保致力于行为和社会科学的高质量内容和教育过程。