Medical curriculum reform in North America, 1765 to the present: a cognitive science perspective.

摘要: Since 1765, five major curricular reform movements have catalyzed significant changes in North American medical education. This article describes each movement terms of its underlying educational practices and principles, inherent instructional problems, the innovations that were carried forward. When considering motivating factors these movements, a unifying theme gradually emerges: increasing interest in, attention to, understanding knowledge-base structures cognitive processes characterize distinguish experts novices. Concurrent with this emerging is growing realization educators must call upon utilize literature, research methods, theoretical perspectives science if future efforts are to move forward efficiently effectively. The authors hope discussion perspective offered herein will broaden, stimulate, challenge as they strive create define 21st-century