@article{oai:twinkle.repo.nii.ac.jp:00020300,
 author = {藤倉, 輝道},
 issue = {8},
 journal = {東京女子医科大学雑誌},
 month = {Aug},
 note = {In 2005, the Medical School at McMaster University introduced a new curriculum called the COMPASS curriculum. COMPASS is defined as concept-oriented, multi-disciplinary, problem-based, practice for transfer, simulations in clerkship and streaming. The new curriculum focuses on the mastery of 11 fundamental concepts in biology, behavior and population. This strategy is based on recent evidence from cognitive psychology about how people learn and use concepts. The ability to apply or transfer a concept learned in one context to another context should be taught in multiple situations. A carefully designed concept map is prepared to show the interlinking of various important aspects of concepts. Based on this map, application of these concepts is practiced. While problem-based learning using small groups remains central to the learning approach, different approaches, such as e-learning, lectures, simulations and role-playing are also exploited. Large group sessions will help learners to synthesize the information and concepts they are required to learn. Clerkship is also linked firmly to the pre-clerkship concept-based curriculum. Moreover, professional competency tutorials are provided in domains including effective communication, professionalism, ethical judgment, etc. This tutorial group is composed of 10 students and 2 facilitators (one MD and one who is not an MD). At McMaster's Medical University, the process of this curriculum renewal has been recognized as promoting a new sense of vitality regarding the shared mission of the faculties.},
 pages = {424--428},
 title = {マクマスター大学の革新的教育カリキュラムとテュートリアルの進化(<特集>特色ある大学教育支援プログラム「人間関係教育を包含するテュートリアル教育-温かい心を持ち問題解決能力を備えた医師の育成-」の総括)},
 volume = {77},
 year = {2007}
}