Vitamins and education--论文代写范文精选

在教育体制改革的背景下,关于维生素的知识学习体现新课程的内容。课程改革的逻辑使用，对于补充维生素的方法，关于各种各样的学科课程，会满足实践的需要,并将自动反映在未来医生的实践。下面的essay代写范文进行详述。

Abstract
Vitamins In the health sciences, the use of vitamins as intervention is a supplemental strategy. If the lack of relevant educational experiences are analogous to nutritional deficiency in a patient, then a comprehensive management goal would be appropriate diet modifications in order to remedy the lack of a particular nutrient. After all, vitamins are essential nutrients, and should be part of a healthy diet. An effective and efficient malnutrition intervention would address fundamental causes of the problem such that the patient does not require artificial vitamin supplementation anymore. Asking a patient to swallow vitamin pills every other day is only a temporary, stopgap measure. 

In the context of reform of the educational system, the Vitamins approach manifests itself by the addition or supplementation of new courses in the curricula. The courses selected for inclusion could span across disciplines depending on the particular deficiency that is spotlighted at that moment. For instance in the current climate of managed practice, courses such as Outcomes Assessment, Health Care Financing, Health Administration, that are part of the curricula of public health schools are being included in medical training only because they are perceived as enabling residents, medical students, and doctors to become efficient workers in the managed care industry. The logic of curricular reform using the vitamins approach is that the supplementation of a variety of courses in a variety of disciplines will automatically lead to the kind of learning required to meet the demands of practice, and will be automatically reflected in the practice of future physicians. 

However, it is important to note the difference between interdisciplinary and multidisciplinary activity. Interdisciplinary activity is the process of knowledge production that integrates over more than one discipline with integration identified as the defining element. Thus, interdisciplinary objects bridge two or more disciplines and result in a new single, intellectually coherent entity that is more than the linear sum of its parts. Multidisciplinary activity is that which assembles knowledge from more than one discipline in an additive fashion. Although multidisciplinary objects combine inputs from more than one discipline, the disciplinary elements retain their disciplinary identity. 17 The Vitamins approach is a reactive one, and is similar to what has been termed an “add and/or substitute” strategy to education.18 This is compatible with traditional subject areas and has permitted incremental change without altering the fundamental structure of medical education, but true interdisciplinary fields are proving more difficult to integrate into existing curricula with this strategy. 

An example would be the debate about incorporating women’s health studies, an interdisciplinary field, into medical school curriculum. Women’s studies had no disciplinary home in traditional academic disciplines, and marginal and disparate faculty, many of whom were part-time or held joint appointments were charged with teaching this new field of study. Not only was time a limitation, even budgets were small, and highly motivated volunteer faculty attended committee meetings and developed curricula. Would making women’s studies a specialized field and adding it as an elective to existing medical curricula solve this problem? Proponents maintained that the only way students would learn about women’s health comprehensively was to have a dedicated core group of faculty teach a well-defined curriculum with set parameters. 

However, opponents argued that making it a separate discipline would isolate the field, and ensure that only self-selected students opted for a rotation in this elective. Although the debate has not been resolved, it was found that the very nature of academia requires that a new program have a distinct, differentiated location, and generate specialized knowledge, enabling it to acquire resources, validity, and status.18 Thus, existing values of academic medical centers may in themselves be barriers to integrative learning, and facilitate the use of the vitamins approach. 

In responding to the current situation of managed care in the health care system, which in itself is a response to high costs of medical care, a Vitamins type educational approach does not confront the values of this new arrangement as a threat to the core values of medicine;19 instead changes its curriculum to fit its doctors into the mould of managementdriven medicine rather than patient-oriented health care. As a medical historian has commented, “For the first time in over a century, medical education has veered away from a tight focus on the needs of learners; it is difficult to imagine how this can be good for the education of our country's future physicians.”20 Today, more medical students are taking courses in public health, especially health services research and outcomes-assessment, in order to become better managers of medical care; for good practice has been essentially linked with good cost-containment capability. 

There is nothing inherently wrong with costcontainment. In fact, practitioners should think of the most efficient methods for achieving health goals for their patients, but there is something perverse when the reason for its application is the profit of a corporation rather than the benefit of a patient. As one medical educator wrote, "I think the student who learns medicine in an environment where the bottom line is a cash flow will become a different kind of a person than someone educated in an atmosphere where, whether we do it or not, we at least hold out that the bottom line is the satisfaction of the patient's needs.”21 Thus, in a Vitamins approach, short-term modifications are made in the educational curricula to meet those known and unknown demands of a hostile and very short-term future. Student burden is unnecessarily increased without necessarily enhancing their learning potential by adding new courses, training programs, and making frequent changes to the curriculum. Education, in this scenario is transmogrified to Instruction because it merely provides tools to negotiate short-term shocks and setbacks of an amo rphous future. The institution of medicine is not in control of its own destiny, let alone those of its patients. The coping reactions change quickly with economic or other external crises, forcing the consumption of a new batch of vitamins every fiscal year.

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