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 |