医学院校课程整合的经验教训：学生、课程负责人与改革领导者的观点

Lessons Learned about Integrating a Medical Scholl Curriculum：Perceptions of Students, Faculty and Curriculum Leaders

美国医学院校的课程整合改革方兴未艾。加州大学旧金山分析医学院从2001级新生开始对课程体系进行大幅调整，本研究调查了该校参与与改革的不同群体，包括教育改革的领导者、受到直接影响的学生、新建课程的负责人等对课程改革的态度，了解其对课程整合实施一年内的成绩和挑战的看法。结果表明，他们对跨学科教学、跨学科系室协作、课程关联的建立、课程内容的排序及框架构建等四个主题有相同的看法，也有不小的分歧。

Recent educational reform in US medical schools has created integrated curricular structures. A major curricular transformation was launched at the University of California San Francisco School of Medicine in 2001. This study investigates how stakeholders in a newly integrated curriculum─students， new course directors and curriculum reform leaders─define integration and perceive its successes and challenges during its first year. The result shows that they share similar perspective on and have different perceptions of the four major themes：interdisciplinary teaching， interdisciplinary faculty collaboration， building curricular links， and sequencing and framing curriculum content.