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［3］DENT JA，HARDEN RM，HUNT D.Practical Guide for Medical Teachers［M］.6th ed.Edinburgh：Elsevier Ltd，2021.
［4］PRIDEAUX D，ASH J，COTTRELL A.Integrated learning［M］.Oxford：Oxford Textbook of Medical Education，2013.
［5］BANDARANAYAKE RC.The integrated medical curriculum［M］.London：Radcliffe，2011.
［6］ANDERSON LW，KRATHWOHL DR，BLOOM BS.A Taxonomy for Learning，Teaching，and Assessing：A Revision of Bloom’s Taxonomy of Educational Objectives［M］.Harlow：Longman，2001.
［7］BANDARANAYAKE RC.Integrative learning［M］.5th ed.Edinburgh：Elsevier Ltd，2017.
［8］张浩，吴秀娟.深度学习的内涵及认知理论基础探析［J］.中国电化教育，2012，309（10）：7-11+21.
［9］TABER KS.Constructivism in Education：Interpretations and Criticisms from Science Education［M］.Hershey：IGI Global，2019.
［10］NEIL J.SMELSER，PAUL B.BALTES.International Encyclopedia of the Social & Behavioral Sciences［M］.Oxford：Pergamon，2001.
［11］FLAVELL JH.Cognitive Development［M］.Englewood Cliffs：Prentice-Hall，1985.
［12］HUTCHINS E.Cognition in the wild［M］.Cambridge：MIT Press，1995.
［13］HARDEN RM.The integration ladder：a tool for curriculum planning and evaluation［J］.Medical Education，2000，34（7）：551-557.
［14］黄甫全.整合课程与课程整合论［J］.课程·教材·教法，1996（10）：6-11.
［15］王奕婷，陈霜叶.全球视角下的课程整合“新故事”——第十七届上海国际课程论坛综述［J］.教育发展研究，2020，40（4）：79-84.
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［17］COOKE M，IRBY DM，O’BRIEN BC.Educating Physicians：A call for reform of medical school and residency［M］.San Francisco：Jossey-Bass，2010.
［18］PRIDEAUX D.Integrated leaning［M］.4th ed.Edinburgh：Elsevier Ltd，2013.
［19］SPILLANE JD.New American Medical Schools［J］.BMJ，1960，2（5201）：778-785.
［20］NEVILLE AJ.Problem-based learning and medical education forty years on.A review of its effects on knowledge and clinical performance［J］.Medical Principles and Practice，2009，18（1）：1-9.
［21］SCHMIDT H.Integrating the teaching of basic sciences，clinical sciences and biopsychosocial issues［J］.Academic Medicine，1998，73（9 Suppl）：S24-S31.
［22］ENGEL GL.The need for a new medical model：A challenge for biomedicine［J］.Science，1977，196（4286）：129-136.
［23］HARDEN RM，SPWDEM S，DUNN WR.Educational strategies in curriculum development：the SPICES model［J］.Medical Education，1984，18（4）：284-297.
［24］黄睿彦.中外医学教育比较［M］.北京：人民卫生出版社，2017.
［25］SCHWARTZSTEIN RM，DIENSTAG JL.The Harvard medical school pathways curriculum：Reimagining developmentally appropriate medical education for contemporary learners［J］.Academic Medicine，2020，95（11）：1687-1695.
［26］郭建如，王维民.新发展阶段我国高等医学教育改革探析［J］.国家教育行政学院学报，2022（7）：19-26.
［27］WANG W.Medical education in china：progress in the past 70 years and a vision for the future［J］.BMC Medical Education，2021，21（1）：453.
［28］韩雪.课程整合的理论基础与模式述评［J］.比较教育研究，2002（4）：33-37.
［29］BRAUER DG，FERGUSON KJ.The integrated curriculum in medical education.AMEE guide No.96［J］.Medical Teacher，2015，37（4）：312-322.
［30］REGEHR G，NORMAN GR.Issues in cognitive psychology：implications for professional education［J］.Academic Medicine，1996，71（9）：998-1001.
［31］HIRSH DA，OGUR B，THIBAULT GE，et al.‘Continuity’as an organizing principle for clinical education reform［J］.New England Journal of Medicine，2007，356（8）：858-866.
［32］BIGGS J.Teaching for quality learning at university［M］.Buckingham（UK）：SRHE and Open University Press，1999.
［33］VAN DER VLEUTEN CPM，SCHUWIRTH LWT，DRIESSEN EW，et al.A model for programmatic assessment：fit for purpose［J］.Medial Teacher，2012，34（2）：205-214.
［34］PATRIIA AT，KERN DE，HUGHES MT，et al.Curriculum development for medical education：a six-step approach［M］.Baltimore：Johns Hopkins University Press，2022.
［35］STUFFLEBEAM DL，SHINKFIELD AJ.Illuminative Evaluation：The Holistic Approach［M］.Dordrecht：Springer，1985.
［36］HARDEN RM.AMEE Guide No.21：Curriculum mapping：a tool for transparent and authentic teaching and learning［J］.Medical Teacher，2001，23（2）：123-137.
［37］VAN DEN AKKER J.The science curriculum：between ideals and outcomes［M］.Dordrecht：Kluwer Academic Publishers，2003.
［38］LINSENMEYER M.Curriculum and teacher evaluation［M］.6th ed.Edinburgh：Elsevier Ltd，2021.