97 件 ・ 関連度順
概要と使いどころ
Redesign a lesson to centre students' cultural backgrounds, community knowledge, and lived experience. Use when making curriculum relevant and inclusive for diverse student populations.
日本語の概要は準備中です。原文の説明を表示しています。
Synthesise completed KUD charts into a developmental progression matrix and per-competency narrative sections. Use when you need a programme-level view of how knowledge, understanding, and performance develop across bands.
日本語の概要は準備中です。原文の説明を表示しています。
Build a five-level rubric with coherent logic for a learning target within a developmental band. Use for Manning methodology programmes where Competent = success. For general curriculum rubrics, use criterion-referenced-rubric-generator instead.
日本語の概要は準備中です。原文の説明を表示しています。
Design an inquiry sequence anchored in a local ecosystem that embeds science or geography curriculum content. Use when teaching through local living systems like gardens, ponds, or hedgerows.
日本語の概要は準備中です。原文の説明を表示しています。
Generate a criterion-referenced rubric with descriptive performance levels for a task or objective. Use for marking guides and general curriculum contexts. For Manning programmes where Competent = success, use coherent-rubric-logic-builder instead.
日本語の概要は準備中です。原文の説明を表示しています。
Plan a unit using backwards design from desired outcomes through assessment evidence to learning activities. Use when starting a new unit or redesigning an existing one from standards.
日本語の概要は準備中です。原文の説明を表示しています。
Design a service-learning project connecting genuine community need with embedded curriculum learning. Use when planning community projects, civic engagement, or social action units.
日本語の概要は準備中です。原文の説明を表示しています。
Design a structured outdoor learning sequence embedding curriculum objectives in an available outdoor space. Use when planning lessons in school grounds, parks, or local natural environments.
日本語の概要は準備中です。原文の説明を表示しています。
Build a learning progression showing prerequisite-to-mastery steps for a target skill or understanding. Use when sequencing content, designing diagnostics, or mapping prerequisite gaps.
日本語の概要は準備中です。原文の説明を表示しています。
Your education and edtech brain trust. 25 named personas across 7 cells covering learning science, curriculum design, AI tutoring, higher-ed strategy, edtech platforms, assessment, and workforce development.
日本語の概要は準備中です。原文の説明を表示しています。
Interview an instructor and generate a complete MATLAB and Simulink enabled course in IMS Common Cartridge format. Use when the user asks to create a MATLAB course, Simulink course, MATLAB and Simulink curriculum, MATLAB Course Designer-ready course shell, Common Cartridge course package, .imscc export, MATLAB Exercises with validated .m files, or Simulink Exercises with starter and solution model files. Coordinates IDStack, MATLAB Agentic Toolkit, Simulink Agentic Toolkit, matlab-create-course-activity, simulink-create-course-activity, and the existing matlab-generate-grader-assessments skill.
日本語の概要は準備中です。原文の説明を表示しています。
Generate professional CVs and resumes from structured YAML data using rendercv. Use when a user asks to create a CV, build a resume, generate a PDF resume, format a curriculum vitae, make a professional CV from their experience, or convert career data into a polished resume document. Supports multiple templates and PDF output.
日本語の概要は準備中です。原文の説明を表示しています。
临床诊断思维 (临床诊断思维 / 临床推理 (Clinical Diagnostic Reasoning) — 医生『怎么想病』的元学科:从症状/体征/检查到诊断结论的认知操作系统,从业者(临床医生/住院医/规培生,尤其全科/急诊/大内科等以未分化主诉为生的科室)、医学生与医学教育者、诊断安全与质量改进研究者、以及做医疗 AI 辅助诊断产品的人的视角。覆盖: (a) 第一性张力 — **直觉模式识别 (System 1: illness scripts 疾病脚本 / pattern recognition / gestalt, 『资深人一眼认出 aunt Minnie』) ⇄ 分析性推理 (System 2: hypothetico-deductive 假设演绎 / Bayesian 概率更新)** 的 dual-process 双过程理论 (Kahneman→Croskerry/Norman 谱系), 资深≠更会分析而是『脚本库更大+校准更好』; 更深层论战 — **『认知去偏可教 (Croskerry: bias awareness / cognitive forcing strategies / diagnostic timeout) ⇄ 偏倚标签是马后炮、知识结构才是主因 (Norman/Sherbino/Monteiro: debiasing 干预 transfer 证据弱, bias 是 hindsight 标签)』** — 本行最核心学术对垒; 『概率思维 (验前概率 × 似然比 → 验后概率, Pauker-Kassirer test/treatment threshold 阈值模型) ⇄ 穷尽式排查 (rule-out everything / 防御性医疗 / VOMIT)』; 『临床 gestalt ⇄ 结构化临床决策规则 (Wells/PERC/HEART)』; 『诊断简约 Occam's razor ⇄ Hickam's dictum (病人可以同时得 N 个病)』; 『床旁体格检查复兴 (Verghese Stanford 25 / McGee 循证体检) ⇄ 影像检验替代床旁』; (b) 方法论正典 — illness script theory (Schmidt/Boshuizen: enabling conditions/fault/consequences 三段结构), problem representation + semantic qualifiers 问题表征与语义限定词 (Bowen NEJM 2006, 把病人翻成 one-liner), hypothetico-deductive model (Elstein 1978《Medical Problem Solving》: 早期假设生成+定向检验), Bayesian 工具箱 (sensitivity/specificity/LR/Fagan nomogram/SnNout-SpPin), threshold model (Pauker-Kassirer NEJM 1975/1980), 认知偏倚分类学 (anchoring/premature closure/availability/confirmation/base-rate neglect/search satisficing/diagnostic momentum — Croskerry 偏倚清单), 去偏与元认知策略 (diagnostic timeout/cognitive forcing/Ely checklist/calibration), schema-based reasoning (Clinical Problem Solvers schemas: 按 pivot 症状走分支), reflective practice 结构化反思 (Mamede/Schmidt), 诊断错误科学 (NAM 2015 报告定义 / Newman-Toker Big Three / Hardeep Singh e-triggers / SAFER Dx 框架); (c) 行业结构与角色 — 医学生→实习/住院医 (晨会 morning report/查房被 pimping/汇报训练)→主治 attending→master clinician (NEJM CPC discussant/晨会大师如 Dhaliwal); 配套生态: 医学教育者 (clinical reasoning curriculum + 评估: script concordance test/key features exam/OSCE), 诊断安全研究者 (SIDM/AHRQ), 诊断辅助与 CDS 工具开发者 (DDx generator/AI); (d) 核心工作流 — 数据采集 (病史为王 + 循证体检 + 针对性检验影像) → 问题表征 (one-liner + semantic qualifiers) → 鉴别诊断生成 (schema / 解剖定位法 / VINDICATE-M 病因筛, 按『常见可能 × 致命不能漏 can't-miss』双轴排序) → 假设定向检验 (按 LR 选检查 / 阈值决策) → working diagnosis + 安全网 (red flags 交代 / test of time / test of treatment) → 反馈校准 (follow-up / M&M / diagnostic timeout); 教学工作流: 晨会渐进披露汇报 / CPC / SNAPPS / one-minute preceptor / virtual morning report; AI 增强工作流 (2023-2026: LLM 鉴别诊断头脑风暴 / OpenEvidence 检索 / ambient scribe 释放认知带宽 + 自动化偏倚 guardrails); (e) 产出物 — one-liner, problem list, prioritized DDx, assessment & plan (按问题分层), 晨会/CPC 汇报, M&M 复盘, 诊断不确定性沟通 (『最可能是 X, 但出现 Y 红旗立刻回来』); (f) 教育与评估 — script concordance test / key feature exam / EPA / 里程碑; 中国语境: 人卫《诊断学》教材 / 执业医师考试 / 规培结业临床思维考核; (g) 争议/批判 — debiasing 之争 (Croskerry vs Norman-Sherbino『knowledge is the cure』, 去偏 RCT 效果弱 / bias 标签不可证伪), 诊断错误率数字之争 (『10-15%』经典估计 / Newman-Toker 79.5 万美国年严重伤害外推方法被质疑 / 尸检符合率), dual-process 二分被批过度简化 (连续谱 / 难以实证分离), 决策规则 vs gestalt (资深 gestalt 常不输 Wells 类规则 / 算法厌恶), vignette 研究外推性 + context/case specificity (推理高度内容绑定不可通用迁移 [Norman/Eva] — 对『教推理通用课』产业的根本批判), AI 辅助诊断 2023-2026 (GPT-4 在 NEJM CPC/vignette 追平或超医生 [Kanjee 2023 JAMA / Goh 2024 JAMA Netw Open『AI alone > physician+AI』悖论] / Google AMIE / OpenEvidence 爆发 vs 自动化偏倚 / 去技能化 / 真实环境验证缺失), 防御性医疗与过度检查 (incidentaloma 瀑布 / VOMIT), 体检衰亡之争, pimping 教学法争议; (h) 流派/思想谱系 — 决策科学/Bayesian 派 (Ledley-Lusted 1959 → Elstein/Kassirer/Sox/Pauker/Eddy → Brush) vs 认知心理/双过程派 (Kahneman-Tversky → Croskerry/Graber) vs 教育认知派 (Schmidt/Boshuizen illness scripts → Norman/Eva/Mamede/Durning 情境认知) vs 诊断安全/系统派 (NAM 2015 / Newman-Toker / Hardeep Singh / Graber-SIDM: 错误=系统×认知共因) vs 床旁临床派 (Osler 传统 → Tierney aphorisms / Verghese / McGee / Dhaliwal / Saint: 病史体检为王 + 刻意练习) vs AI/计算派 (INTERNIST-1/DXplain 专家系统 → Isabel → LLM 世代 Rodman/Topol)。不含: 具体专科治疗方案与手术决策深度 (足踝外科/种植牙等另有 skill), 中医辨证 (另有 skill), EBM 文献批判性评价方法学 (相关但本 skill 聚焦诊断推理本身), 护理诊断体系 (NANDA), 影像/病理知觉型读片训练 (相邻但独立), 精神科 DSM 结构化访谈细节, 医患沟通技巧全集 (只覆盖诊断不确定性沟通), 患者自查/自我诊断指
日本語の概要は準備中です。原文の説明を表示しています。
Design a structured outdoor learning sequence embedding curriculum objectives in an available outdoor space. Use when planning lessons in school grounds, parks, or local natural environments.
日本語の概要は準備中です。原文の説明を表示しています。
Anchor curriculum learning in a specific local place with connections to community, culture, and identity. Use when connecting academic content to students' local environment and heritage.
日本語の概要は準備中です。原文の説明を表示しています。
Design a service-learning project connecting genuine community need with embedded curriculum learning. Use when planning community projects, civic engagement, or social action units.
日本語の概要は準備中です。原文の説明を表示しています。
Seven-role depersonalised panel review of framework artefacts (KUD, criterion bank, LT definition, crosswalk, scope-and-sequence) in sequential-isolation mode. Gate rule mean>=88 AND no role<70.
日本語の概要は準備中です。原文の説明を表示しています。
Scaffold an emergent project from observed children's interests using Reggio-inspired approaches. Use when following children's fascinations into deeper inquiry in early years or primary settings.
日本語の概要は準備中です。原文の説明を表示しています。
Build a learning progression showing prerequisite-to-mastery steps for a target skill or understanding. Use when sequencing content, designing diagnostics, or mapping prerequisite gaps.
日本語の概要は準備中です。原文の説明を表示しています。
Synthesise completed KUD charts into a developmental progression matrix and per-competency narrative sections. Use when you need a programme-level view of how knowledge, understanding, and performance develop across bands.
日本語の概要は準備中です。原文の説明を表示しています。
Design an inquiry sequence anchored in a local ecosystem that embeds science or geography curriculum content. Use when teaching through local living systems like gardens, ponds, or hedgerows.
日本語の概要は準備中です。原文の説明を表示しています。
Build a five-level rubric with coherent logic for a learning target within a developmental band. Use for Manning methodology programmes where Competent = success. For general curriculum rubrics, use criterion-referenced-rubric-generator instead.
日本語の概要は準備中です。原文の説明を表示しています。
Redesign a lesson to centre students' cultural backgrounds, community knowledge, and lived experience. Use when making curriculum relevant and inclusive for diverse student populations.
日本語の概要は準備中です。原文の説明を表示しています。
Plan a unit using backwards design from desired outcomes through assessment evidence to learning activities. Use when starting a new unit or redesigning an existing one from standards.
日本語の概要は準備中です。原文の説明を表示しています。