To facilitate the Chinese fellows to better understand the English terms in Health Professions Education (HPE), we develop a glossary of HPE terms that are frequently used in CMB-CMU-FAIMER Regional Institute curriculum, and other fields in Medical Education and Research, with the Chinese translation. We update the glossary on a regular basis. To keep the glossary accurate and up to date, your feedback is important to us.
If you have suggestions on adding or changing a term, please email us.
ENGLISH TERM | CHINESE TRANSLATION |
---|---|
AAMC | 美国医学院校联合会 |
AAME | 欧洲医学教育联合会 |
ABMS (American Board Of Medical Specialties) | 美国医学专科委员会 |
ACA | 美国医学院学会 |
ACCME (Accreditation Council for Continuing Medical Education) | 继续医学教育认可委员会 |
Accreditation System | 认证体系 |
Accuracy | 精确性 |
ACGME | 医学研究生教育认证委员会 |
Action Research | 行动研究 |
Action Verbs | 行为动词 |
Active Learning | 主动学习 |
adjusted mortality | 调正死亡率 |
Administration | 行政 |
Advisor/Mentor | 指导老师 |
Affective Skills | 情感领域技能(兴趣,态度,价值) |
Alignment | 一致 |
Alpha Coefficient | Alpha系数 |
AMA (American Medical Association) | 美国医学会 |
Anchored Instruction | 抛锚式学习 |
appreciative inquiry | 肯定式探询 |
Arbituray | 随意的,主观武断的 |
Assessment Blueprint | 评估体系 |
Asset | 资本/资金/资产 |
Attitudinal Disposition | 态度倾向性 |
Attributes | 特征,属性 |
Authority | 权力,管辖力 |
Autonomy | 自主权/人身自由 |
Backward Planning | 倒推式规划,反向规划 |
Bedside Teaching | 床边教学法 |
Belmont Report | 贝尔蒙报告 |
Benchmark | 基准,定标 |
Beneficence | 善行 |
Biopsy | 活组织检查,活检 |
Bloom Taxonomy | Bloom分类学 |
Brainstorm | 脑力共振/头脑风暴 |
Buy in (used for Stakeholders) | 入伙、支持、买账 |
Capacity Building | 能力建设 |
Case Method Approach | 病例教学法 |
Cement | 粘合剂 |
Change agent | 变革促进者/促变者 |
Check-in | 回顾 |
Clinical Decision-Making Skills | 诊疗决策能力 |
Clinical reasoning | 临床思维 |
Clinical scenarious/situation | 临床案例 |
Clinical Situation | 临床表现 |
Clinical Skills | 临床技能 |
CME (Continuing Medical Education) | 继续医学教育 |
Code | 编码 |
Cognitive Skills | 认知领域技能(回忆,理解,理智能力) |
Cohort | 同群组 |
Collaborative Learning | 协作学习 |
Collaborative Practice | 合作实践 |
Communicability | 交流性 |
Communication Skills | 沟通能力,沟通技巧 |
Community Based Education | 以社区为基础的教育 |
Community Health Workers | |
Community Of Practice | 实践社区(关注某一个主题,并对这一主题都怀有热情的一群人,他们通过持续的互相沟通和交流增加自己在此领域的知识和技能) |
Community Of Practice | 实践社群/实践社团 |
Community-Oriented Medical Education | 社区导向医学教育 |
Compensate | 为…弥补 |
Competence | 胜任能力 |
Computer assited instruction (CAI) | 计算机辅助教学 |
Computer-based Case Simulation (CCS) | 计算机模拟病例考试 |
Computerized Simulated Patients | 计算机模拟病人 |
Conceptual Framework | 概念框架 |
Concurrent Validity | 共时效度 |
conflict of interest | 利益冲突 |
Conformity | 一致性 |
Consent Form/Informed Consent | 知情同意书 |
Construct Validity | 结构效度 |
Construct Validity/Trait Validity | 结构效度/构思效度/特征效度 |
Content Analysis/Thematic Analysis | 主题分析法(定性分析) |
Content Validity/Intrinsic Validity | 内容效度/内在效度 |
context | 背景,环境 |
Contingency Relatoinship | 相互关联的一系列事件 |
Control Group | 对照组 |
Cooperative Learning | 合作学习 |
Correlation | 相关性,关联性 |
CPD (Continuing Professional Development) | 继续职业发展 |
CQI (Continuous Quality Improvement) | 持续质量改进 |
Credibility | 可信度/声望 |
Criterion-Related Validity | 效标关联效度 |
Criterion-Related Validity/Criterion Validity | 标准关联效度/效标效度 |
Critical Mass | 临界物质,临界规模 |
Critical Thinking | 批判性思维 |
Crossover | 交叉设计 |
Cross-sectional method | 横断面调查/现况了解 |
Cumulative | 累加的 |
Curriculum design | 课程设计 |
Curriculum Development | 课程开发 |
Curriculum Integration | 课程整合 |
Curriculum Integration Model-The Connected Model | 关联式课程整合模式 |
Curriculum Integration Model-The Fragmented Model | 分散式课程整合模式 |
Curriculum Integration Model-The Immersed Model | 浸润式课程整合模式 |
Curriculum Integration Model-The Integrated Model | 整合式课程整合模式 |
Curriculum Integration Model-The Nested Model | 嵌套式课程整合模式 |
Curriculum Integration Model-The Networked Model | 网络式课程整合模式 |
Curriculum Integration Model-The Sequenced Model | 并列式课程整合模式 |
Curriculum Integration Model-The Shared Model | 融合式课程整合模式 |
Curriculum Integration Model-The Threaded Model | 线性式课程整合模式 |
Curriculum Integration Model-The Webbed Model | 网状式课程整合模式 |
Curriculum Module | 课程模块 |
Declaration of Helsinki | 赫尔辛基宣言 |
Deconstruct (to break apart) | 解构 |
Deduction | 演绎 |
Deep learning | 深度学习 |
Descriptive Analysis | 描述分析 |
Developmental Portfolio | 个人成长档案袋 |
Diagnose-Treat Model | 诊断—治疗模式 |
Differentiation competence | 鉴别性胜任力 |
Diffusion of ideas | 理念扩散 |
Discrimination | 区分度 |
Distance Learning | 远程学习 |
Domain | 范畴,领域 |
DOPS (Direct Observation of Procedural Skills) | 对临床操作的直接观察 |
Early Adoptor | 先行者,早期接受者 |
Educational Effect | 教学影响 |
Educational Philosophy | 教育理念 |
Effect Size | 效应值 |
Effective Teaching Practice | 有效教学实践 |
E-learning | 数字化学习 |
E-Learning Portfolio | 电子学档(学习档案袋) |
Emergent theory | 突生理论 |
Empowerment | 授权,赋予能量 |
Equivalence | 等值性 |
Essence | 核心,精华,真谛 |
Ethical Principles | 伦理原则 |
Evidence Based Medicine | 循证医学 |
Executive Council | 执行委员会 |
Exhaustive | 详尽的,彻底的 |
Experience-based Learning | 实践学习 |
Experimental Group | 实验组 |
Explanatory | 说明与描述 |
external evaluation | 外部评价 |
External validity | 外部效度 |
Face Validity | 表面效度 |
Facilitate | 促进协调 |
Faculty Development | 教师发展 |
Family Medicine/General Practice | 家庭医学/全科医学 |
Feasibility | 可及性,可操作性 |
Flexibility | 灵活度 |
Flipped Classroom | 翻转课堂 |
Focus Group | 专题小组 |
Force field analysis | 力场分析 |
Forensics/Forensic Medicine | 法医学 |
Form (Team Building) | 组建期 |
Formative Assessment | 形成性评价 |
Forward Planning | 前进式规划,前向规划 |
Generalization/Generalizability | 扩展性/泛化性 |
group development theory | 团队进化理论 |
Group Dynamics | 团队动力 |
Group Learning | 小组学习能力 |
Guiding Goalition | 指导上的联合 |
holistic | 全面的,全方位的 |
Homogenous | 同质的,同类的 |
Human Medicine | 人体医学 |
Hybrid PBL | 混合式PBL |
Independent Study | 自主学习 |
Indicators | 指标 |
Induction | 归纳 |
Inertia | 惯性 |
Inferential Analysis | 推理分析 |
Infertility | 不育 |
Information Seeking | 信息查询能力 |
Innovation Project | 创新项目\课题 |
Inquiry-Based Learning | 探究式学习 |
Insight | 见解 |
Inspect | 审阅,检验 |
Institutional Review Board (IRB) | 伦理委员为,机构审查委员会 |
Institutionalize | 制度化,将…融入某一体系 |
Instruction | 直观教学法 |
Instrument | 工具 |
Instrument Development | 建立研究工具 |
Integrated Teaching | 整合教学 |
Interactive Teaching Methods | 互动式教学法 |
Internal Consistent Reliability | 内部一致性信度 |
Internal validity | 内部效度 |
Interpersonal Skills | 人际间的技巧 |
Interprofessional Education | 跨专业式教学 |
Inter-rater reliability | 测量者间信度 |
Intervention project | 干预项目/课题 |
Item Bank | 试题库 |
Item Characteristic Curves | 试题特征曲线 |
Jargon | 专业术语,行话 |
Knowledge And Comprehension | 知识的理解和掌握 |
Latent Trait Approach | 潜在特性方法 |
Lbl (Lecture-Based Learning) | 讲授为基础的教学 |
LCME | 美国教育联络委员会 |
Leadership | 领导力 |
Learning centered teaching | 以学习为中心的教学 |
Learning environment | 学习环境 |
Lecture-Based Learning | 讲授法 |
leverage | 利用/发扬 |
Likelihood Ratio | 似然比 |
Literacy | 读写能力/文化素养 |
Literature Review | 文献回顾 |
longitudinal | 纵向调查 |
Longitudinal Integrated Clerkship | 纵向整合实习 |
Longitudinal Transformation | 纵向转换 |
Magnetic Personalities | (个人)磁场力量 |
Management | 管理 |
Management Molecule | |
Managing Change | 变革管理 |
Managing Conflict | 冲突管理 |
Mannequin/Manikin | 模拟人/人体模型 |
Mechanism | Theory,作用机制 |
Medical Education Unit | 医学教育中心 |
Mentoring And Student Support | 学生辅导与支持 |
Meta-analysis | 元分析 |
Micro-teaching | 微格教学/微型教学 |
Milestone | 里程碑,阶段性目标 |
Miller's Pyramid of Competence | 米勒金字塔(临床能力) |
Mindset | 思维模式,心态 |
Mini-CEX | Mini-Clinical Evaluation Exercise 小型临床评估演练 |
Moderate | 主持(会议,讨论等) |
Momentum | 冲力,动量 |
Morale | 士气 |
MOU (memorandum of understanding) | 协议 |
MSOP (Medical School Ojecctives Project) | 医学院校目标课题 |
Network Courseware | 网络课件 |
Norm | 规范、标准 |
Norm (Team Building) | 规范期 |
Nuremberg trials | 纽伦堡公约 |
Objectives | 目标 |
One Health | 唯一健康 |
One minute preceptor | 一分钟督导教师 |
Opportunity for feedback | 提供反馈的机会 |
Oral Presentation Skill | 口头表达能力 |
Orientation | 介绍,入门 |
Outcome | 成果 |
Outcome chain | 成果链 |
Outcome-Based Education | 以成果为基础的教学 |
Overarching Design Models | 拱形设计模式 |
Paradiam | 范例,模型 |
Parasite | 寄生虫 |
Parsinomious | 言简意赅的 |
Patient outcome | 患者预后 |
PBL | 以问题为基础的学习方法 |
peer review | 同行评议 |
Peer-Assisted Learning | 同伴互助式学习 |
Perception | 认识/观点/理解 |
Perform (Team Building) | 执行期 |
Perseverance | 坚持不懈 |
Phychic | Mental心理上的,心灵的 |
Pilot | 试点研究 |
Politicization | 行政化 |
Population & Sample | 总体与样本 |
Portfolio Assessment | 文档评价 |
Portfolio Building | 文档学习 |
Positive deviance | 正向偏差 |
Poster | (演讲)展板 |
Postgraduate Medical Education | 毕业后医学教育 |
Predictive Validity | 预测效度 |
Primary Health Care | 初级卫生保健 |
Professional Portfolio | 职业发展型电子学档 |
Professionalism | 职业精神,专业主义精神,职业素质 |
Project Evaluation | 项目评估 |
Project Management And Evaluation | 课题管理与评估 |
Project Proposal | 课题申请书 |
Project/Research | 课题/项目 |
Psychometric Validity | 心理测量效度 |
Psychomotor Skills | 动作领域技能(操作) |
Pure Pbl | 全面PBL |
Push Down | 推倒 |
Qualitative Research | 定性研究 |
Quality assurance | 质量保证 |
Quality improvement | 质量改进 |
Quantitative Research | 定量研究 |
Random Access Instruction | 随即进入学习 |
Rationale | 理论根据 |
Reality check | 现实考量 |
Reasoning And Problem Solving | 推理和问题解决能力 |
Recency Effect | 近因效应 |
Recognition and Accreditation | 认定与认证 |
Reflection | 反思性学习 |
Reflective Practice | 反思实践法 |
Reinforcement | 强化巩固 |
Reinvent the Wheel | 拾人牙慧 |
Reliability | 信度 |
Research Hypothesis | 研究假设 |
Residency | 住院医师培训 |
Residential Learning | 驻地学习 |
Resilience | 韧性,回弹力 |
Respondent | 应答者 |
Right to self-determination | 自决权 |
Sage | 智者,圣贤 |
Scaffolding Instruction | 支架式学习 |
Scholarship | 学术影响力 |
Scientific Reasoning Techniques | 科学推理学习 |
Self-Assurance | 自信,自我肯定 |
Self-Awareness | 自知 |
Self-Directed Learning | 自我指导型学习 |
Self-Directed Learning/self-regulated learning | 自主学习 |
Self-efficacy | 自我效能 |
Sensitivity | 灵敏度 |
Simulation Based Medical Education, Sbme | 医学模拟教学 |
Small Group Study | 小组学习 |
Social accountability | 社会责任 |
Social Capital | 社会资本 |
Social determinant | 社会影响因素 |
Specificity | 特异度 |
Split-Reliability | 分半信度 |
Squabble | 争吵 |
Stakeholder | 利益相关方 |
Standard error of measurement | 标准误 |
Standardized Patient (SP) exam | 标准化病人考试 |
Statistical Analysis | 统计分析法(定量分析) |
Storm (Team Building) | 震荡期 |
Stringency | 严格 |
Student Assessment | 学生评估考核 |
Student engagement | 学生参与度 |
Student-Centered Learning | 以学生为中心的教育模式 |
Subject-centered curriculum | 以学科为中心的课程模式 |
Sub-Specialty | 专业分支 |
Suitability | 合适性 |
Summative Assessment | 总结性评价 |
Surface learning | 浅层学习\表层式学习 |
Syllabus/Syllabi | 教学大纲 |
Take Initiative | 采取主动性 |
Talk Aloud Strategies To Externalize Thinking | 外化思维过程 |
task force | 任务小组 |
Teaching Rounds | 教学查房 |
Team Buidling | 团队建设 |
Team-based Learning | 以团队为基础的教学 |
Test-Retest Reliability | 重测信度 |
Theory Education | 理论教学 |
Theory of change/Logical Framework/Outcome Chain | 变革理论/理论框架/成果链 |
Threshold competence | 基准性胜任力 |
Time frame | 时间范围,限定时段 |
Traditional Chinese Medicine | 传统中医学 |
Transactional leadership | 交易型领导 |
Transcribe | 转译,誊写 |
Transcribe | 誊录,誊写 |
Transfer of Learning | 学习的转化 |
Transformational leadership | 转化型领导 |
Transformative learning | 转化式学习 |
Triangulation | 多角度分析 |
Two minute elevator speech | 两分钟的电梯演讲 |
Undifferentiated | 无分别的 无差别的 |
USMLE | 美国职业医师执照考试 |
Validity | 效度 |
Venupuncture | 静脉刺穿 |
Virtual Reality Simulator | 虚拟仿真模型 |
Vision | 前景/愿景 idea for the future |
Web-Based E-Learning | 以网络为基础的电化教学 |
WFME | 世界医学教育联合会 |
Wiggle Room | 余地,空间 |
Word Medical Association | 世界医学会 |
Work Breakdown Structure (WBS) | 工作任务分解 |
World Health Assembly | 世界卫生大会 |
Written Or Oral Case Presentation | 书面或口头病例报告 |