• 四川大學華西臨床醫(yī)學院教務(wù)部（成都 610041）;

引用本文： 萬學紅,姚巡,卿平. 從“溫室”回歸“自然”：成人教育學理論對醫(yī)學教育的啟示. 中國循證醫(yī)學雜志, 2007, 07(5): 327-329. doi: 復制

1. Shi PJ. To Promote Educational Reform in China and to Adapt to International Education Standard. Chin J Evid-Based Med, 2005, 5(7): 505-508.
2. Quote in Pickering G W. BMJ, 1956, 2: 113-116.
3. Tomorrow’s doctors: Recommendations on undergraduate medical education. London: General Medical Council. Available at: http://www.gmc-uk.org/education/undergraduate/tomdoc.pdf. Accessed April 24, 2007.
4. 石鵬建. 適應醫(yī)學教育標準國際化, 積極推進我國醫(yī)學教育改革. 中國循證醫(yī)學雜志, 2005, 5(7): 505-508.
5. Malcolm Cox, Irby DM. “Continuity” as an Organizing Principle for Clinical Education Reform. N Engl J Med, 2007, 356(8): 858-866.
6. Straus SE, Richardson WS, Glasziou P, et al. Evidence based medicine. How to practice and teach EBM. the third edition: Edinburgh: Churchill Livingstone, 2005: 31-65.
7. Stagnaro-Green A. Applying adult learning principles to medical education in the United States. Medical Teacher, 2004, 26(1): 79-85.
8. Baum KD, Axtell S. Trends in North American medical education. Keio J Med, 2005, 54(1): 22-28.
9. Azila NM, Rogayah J, Zabidi-Hussin ZA. Curricular trends in Malaysian medical schools: innovations within. Ann Acad Med Singapore, 2006, 35(9): 647-654.
10. Musick DW. Emerging trends in medical education: What are they? And why are they important? N C Med J, 2005, 66(3): 244-248.
11. Majumder AA, D’Souza U, Rahman S. Trends in medical education: challenges and directions for need-based reforms of medical training in South-East Asia. Indian J Med Sci, 2004, 58(9): 369-380.
12. Lam TP, Wan XH, Ip MS. Current perspectives on medical education in China. Med Educ, 2006, 40(10): 940-949.
13. Sharan BM. Andragogy and Self-Directed Learning: Pillars of Adult Learning Theory. New Directions for Adult and Continuing Education. 2001: 3-14.
14. Kaufman DM. Applying educational theory in practice. BMJ, 2003, 326(7382): 213-216.
15. Milligan F. Beyond the rhetoric of problem-based learning: emancipatory limits and links with andragogy. Nurse Educ Today, 1999, 19(7): 548-555.
16. Biley FC, Smith KL. Making sense of problem-based learning: the perceptions and experiences of undergraduate nursing students. Journal of Advanced Nursing, 1999, 30(5): 1205-1212.
17. Newble DI. Don’t presume about experienced adult learners in medicine. BMJ, 2002, 325(7367): 779.
18. Haslett, Lynn. 1969: McMaster University introduces problem-based learning in medical education. History of Education: Selected Moments of the 20th Century [online]. Available at: http://fcis.oise.utoronto.ca/~daniel_schugurensky/assignment1/1969mcmaster.html. Accessed Aprial 24, 2007.
19. Miflin B. Adult learning, self-directed learning and problem-based learning: deconstructing the connections. Teaching in Higher Education, 2004, 9(1): 43-53.
20. Littlewood S, Ypinazar V, Margolis SA, et al. Early practical experience and the social responsiveness of clinical education: systematic review. BMJ, 2005, 331(7513): 387-391.
21. Virjo I, Holmberg-Marttila D, Mattila K. Task-based learning (TBL) in undergraduate medical education. Med Teach, 2001, 23(1): 55-58.
22. McNeil HP, Hughes CS, Toohey SM, et al. An innovative outcomes-based medical education program built on adult learning principles. Medical Teacher, 2006, 28(6): 527-534.
23. MISCH DA. Andragogy and Medical Education: Are Medical Students Internally Motivated to Learn? Advances in Health Sciences Education, 2002, 7: 153-160.
24. Mamede S, Schmidt HG, Norman GR. Innovations in problem-based learning: what can we learn from recent studies? Adv Health Sci Educ Theory Pract, 2006, 11(4): 403-422.
25. John R. Competency-based assessment and cultural compression in medical education: lessons from educational anthropology. Med Educ, 2005, 39(11): 1110-1117.
26. McLachlan JC. The relationship between assessment and learning. Med Educ, 2006, 40(8): 716-717.
27. Schuwirth L, Cantillon P. The need for outcome measures in medical education: Complex educational interventions demand complex and appropriate evaluations. BMJ, 2005, 331(7523): 977-978.
28. Hafferty FW. Beyond curriculum reform: Confronting medicine’s hidden curriculum. Academic Medicine, 1998, 73(4): 403-407.
29. Davis MH, Harden RM. Planning and implementing an undergraduate medical curriculum: the lessons learned. Med Teach, 2003, 25(6): 596-608.
30. Aultman JM. Uncovering the hidden medical curriculum through a pedagogy of discomfort. Adv Health Sci Educ Theory Pract, 2005, 10(3): 263-273.
31. .Williams G, Lau A. Reform of undergraduate medical teaching in the United Kingdom: a triumph of evangelism over common sense. BMJ, 2004, 329(7457): 92-94.
  1. 1. Shi PJ. To Promote Educational Reform in China and to Adapt to International Education Standard. Chin J Evid-Based Med, 2005, 5(7): 505-508.
  2. 2. Quote in Pickering G W. BMJ, 1956, 2: 113-116.
  3. 3. Tomorrow’s doctors: Recommendations on undergraduate medical education. London: General Medical Council. Available at: http://www.gmc-uk.org/education/undergraduate/tomdoc.pdf. Accessed April 24, 2007.
  4. 4. 石鵬建. 適應醫(yī)學教育標準國際化, 積極推進我國醫(yī)學教育改革. 中國循證醫(yī)學雜志, 2005, 5(7): 505-508.
  5. 5. Malcolm Cox, Irby DM. “Continuity” as an Organizing Principle for Clinical Education Reform. N Engl J Med, 2007, 356(8): 858-866.
  6. 6. Straus SE, Richardson WS, Glasziou P, et al. Evidence based medicine. How to practice and teach EBM. the third edition: Edinburgh: Churchill Livingstone, 2005: 31-65.
  7. 7. Stagnaro-Green A. Applying adult learning principles to medical education in the United States. Medical Teacher, 2004, 26(1): 79-85.
  8. 8. Baum KD, Axtell S. Trends in North American medical education. Keio J Med, 2005, 54(1): 22-28.
  9. 9. Azila NM, Rogayah J, Zabidi-Hussin ZA. Curricular trends in Malaysian medical schools: innovations within. Ann Acad Med Singapore, 2006, 35(9): 647-654.
  10. 10. Musick DW. Emerging trends in medical education: What are they? And why are they important? N C Med J, 2005, 66(3): 244-248.
  11. 11. Majumder AA, D’Souza U, Rahman S. Trends in medical education: challenges and directions for need-based reforms of medical training in South-East Asia. Indian J Med Sci, 2004, 58(9): 369-380.
  12. 12. Lam TP, Wan XH, Ip MS. Current perspectives on medical education in China. Med Educ, 2006, 40(10): 940-949.
  13. 13. Sharan BM. Andragogy and Self-Directed Learning: Pillars of Adult Learning Theory. New Directions for Adult and Continuing Education. 2001: 3-14.
  14. 14. Kaufman DM. Applying educational theory in practice. BMJ, 2003, 326(7382): 213-216.
  15. 15. Milligan F. Beyond the rhetoric of problem-based learning: emancipatory limits and links with andragogy. Nurse Educ Today, 1999, 19(7): 548-555.
  16. 16. Biley FC, Smith KL. Making sense of problem-based learning: the perceptions and experiences of undergraduate nursing students. Journal of Advanced Nursing, 1999, 30(5): 1205-1212.
  17. 17. Newble DI. Don’t presume about experienced adult learners in medicine. BMJ, 2002, 325(7367): 779.
  18. 18. Haslett, Lynn. 1969: McMaster University introduces problem-based learning in medical education. History of Education: Selected Moments of the 20th Century [online]. Available at: http://fcis.oise.utoronto.ca/~daniel_schugurensky/assignment1/1969mcmaster.html. Accessed Aprial 24, 2007.
  19. 19. Miflin B. Adult learning, self-directed learning and problem-based learning: deconstructing the connections. Teaching in Higher Education, 2004, 9(1): 43-53.
  20. 20. Littlewood S, Ypinazar V, Margolis SA, et al. Early practical experience and the social responsiveness of clinical education: systematic review. BMJ, 2005, 331(7513): 387-391.
  21. 21. Virjo I, Holmberg-Marttila D, Mattila K. Task-based learning (TBL) in undergraduate medical education. Med Teach, 2001, 23(1): 55-58.
  22. 22. McNeil HP, Hughes CS, Toohey SM, et al. An innovative outcomes-based medical education program built on adult learning principles. Medical Teacher, 2006, 28(6): 527-534.
  23. 23. MISCH DA. Andragogy and Medical Education: Are Medical Students Internally Motivated to Learn? Advances in Health Sciences Education, 2002, 7: 153-160.
  24. 24. Mamede S, Schmidt HG, Norman GR. Innovations in problem-based learning: what can we learn from recent studies? Adv Health Sci Educ Theory Pract, 2006, 11(4): 403-422.
  25. 25. John R. Competency-based assessment and cultural compression in medical education: lessons from educational anthropology. Med Educ, 2005, 39(11): 1110-1117.
  26. 26. McLachlan JC. The relationship between assessment and learning. Med Educ, 2006, 40(8): 716-717.
  27. 27. Schuwirth L, Cantillon P. The need for outcome measures in medical education: Complex educational interventions demand complex and appropriate evaluations. BMJ, 2005, 331(7523): 977-978.
  28. 28. Hafferty FW. Beyond curriculum reform: Confronting medicine’s hidden curriculum. Academic Medicine, 1998, 73(4): 403-407.
  29. 29. Davis MH, Harden RM. Planning and implementing an undergraduate medical curriculum: the lessons learned. Med Teach, 2003, 25(6): 596-608.
  30. 30. Aultman JM. Uncovering the hidden medical curriculum through a pedagogy of discomfort. Adv Health Sci Educ Theory Pract, 2005, 10(3): 263-273.
  31. 31. .Williams G, Lau A. Reform of undergraduate medical teaching in the United Kingdom: a triumph of evangelism over common sense. BMJ, 2004, 329(7457): 92-94.