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| Research article summary (published 27 Feb 2003): |
Exploring and embracing complexity in a distance-learning curriculum for physicians.
Full Abstract
The recent pressures on clinical medicine such as the attention to medical error and the challenges of interdisciplinary care have also exerted pressure on health professions education. Educators must now gauge how to redesign education systems to adapt quickly to these disruptions. Sometimes disruptions can be self-inflicted, such as the VA National Quality Scholars Fellowship's decision to use interactive video (IV) as its primary medium for delivering the curriculum to its six sites around the nation. The authors describe how this disruption to their education system helped to fashion a learning environment that is adaptable. Along the journey from a classroom-based curriculum to an IV-based curriculum, the authors and others involved in the program learned the basic tenets of IV sessions, redefined the roles of the teachers and learners, and discovered an IV environment that functions as a complex adaptive learning system. This distance-learning curriculum can be a model for other health professions education, since it starts with simple rules, changes from within, has a tolerance for unpredictability, and continually moves forward and transforms itself despite tension.
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Author information
Author/s: Ogrinc, Greg (G); Splaine, Mark E (ME); Foster, Tina (T); Regan-Smith, Martha (M); Batalden, Paul (P);
Affiliation: White River Junction VA Medical Center, White River Junction, Vermont 05009, USA. greg.ogrinc@dartmouth.edu
Journal and publication information
Publication Type: Journal Article; Review
Journal: Academic medicine : journal of the Association of American Medical Colleges (Acad Med), published in United States. (Language: eng)
Reference: 2003-Mar; vol 78 (issue 3) : pp 280-5
Dates: Created 2003/03/13; Completed 2003/04/09; Revised 2005/11/16;
PMID: 12634209, status: MEDLINE (last retrieval date: 11/6/2008)
Sourced from the National Library of Medicine. Abstract text and other information may be subject to copyright.
Comments and Corrections
ErratumIn: Acad Med. 2003 May;78(5):436.
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