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Identifiant d'origine
QT1
Libellé préféré
enseignement
teachingLibellé catégorie
Enseignement de la médecine de familleTeaching family medicineMots-clés supplémentaires Q-Code
enseignement et éducationpédagogie médicaleeducation, medicalNote de contenu Q-Code
enseignement de la médecine de famille aux étudiants en éducation de base en médecine (EMB), aux stagiaires en formation professionnelle (FP), aux médecins pratiquant en éducation médicale continue (EMC) ou en développement professionnel continu (DPC) et à tous ceux qui prennent part aux programmes de formation. (Adapté de EURACT 2014)teaching FM to students in basic medical education (BME) as well as vocational trainees (VT) or practicing doctors in continuing medical education (CME) or their continuing professional development (CPD) and to all those who take part in the training programmes. (adapted from EURACT 2014) Contenu conceptuel Q-Code
AIMS in education . are general statements of intent made by the educator to describe the GOALS for the teacher, in contrast to OBJECTIVES, which describe what the learner is intended to be able to do. (Wonca dic)Education, Medical; Use for general articles concerning medical education.(MeSH)Learners ; Refers to students in basic medical education (BME) as well as vocational trainees (VT) or practicing doctors in continuing medical education (CME) or their continuing professional development (CPD) and to all those who take part in the training programmes. (EURACT 2014) Objectivistic learning ; Traditional education model, based on knowledge transfer from teacher to learner. It is highly teacher centred. Content is structured in handbooks, teaching is mainly focused on lecturing by experienced teachers, and behaviour copied from experienced role models. (EURACT 2014)Problem based learning ; Educational model that takes the problem of the patient and the doctor as the starting point for the learning curriculum. It is highly learner centred, op- timizes the use of pre-existing knowledge, and stimulates self learning and search strategies. (EURACT 2014) Social constructivist learning ; Educational model that puts the learning process of the student as the central point. Learning is seen as a process, highly dependent on pre-existing knowl- edge and on learning context. Teachers are mainly architects of the stimu- lating learning environment for the learners. Individual variety in learning strategies are stimulated. (EURACT 2014) TEACH to instruct or impart SKILLS or KNOWLEDGE to another person. Teach is used in bothformal and informal situations. Lecture often refers to universities. Educate is often used about thedevelopment of practical and intellectrual skills, especially in children. Train means to givesomebody the instruction needed to learn a job or skill. Coach is often used to describe informalteaching of an academic subject or a sport. (Wonca dic)Teacher ; Refers to all professionals involved in an educational event as experts. (EURACT 2014)TEACHING the work of a teacher, a person whose aim it is to facilitate the learner's learning. (Wonca dic)Teaching; The educational process of instructing.(MeSH)CUI UMLS
C0013631
Référence bibliographique
Citation
Lacasse M, Ratnapalan S. Teaching-skills training programs for family medicine residents: systematic review of formats, content, and effects of existing programs. Canadian family physician Médecin de famille canadien. 2009; 55(9): 902-3.e1-5. Available from: http://www.ncbi.nlm.nih.gov/pubmed/19752261
Mueller PS. Teaching and assessing professionalism in medical learners and practicing physicians. Rambam Maimonides medical journal. 2015; 6(2): e0011. Available from: http://www.ncbi.nlm.nih.gov/pubmed/25973263
Švab I, Katić M. International textbook of family medicine: the application of EURACT teaching agenda. Acta medica academica. 2014; 43(1): 30-4. Available from: http://www.ncbi.nlm.nih.gov/pubmed/24893636
Tomaz JB, Mamede S, Filho JM, Roriz Filho Jde S, van der Molen HT. Effectiveness of an online Problem-Based learning curriculum for training family medical doctors in Brazil. Education for health (Abingdon, England). 2015; 28(3): 187-93. Available from: http://www.ncbi.nlm.nih.gov/pubmed/26996643
van Dijk FJ, Bubas M, Smits PB. Evaluation Studies on Education in Occupational Safety and Health: Inspiration for Developing Economies. Annals of global health. 2015; 81(4): 548-60. Available from: http://www.ncbi.nlm.nih.gov/pubmed/26709287
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