基于调查的学习在卫生专业教育中的成果:一个范围审查
Subhrata Verma1, Marina S Yacob2, Amrit Kirpalani3,4
1Division of Nephrology, The Hospital for Sick Children, Ontario, Canada.
Canadian medical education journal
|June 12, 2023
概括
开放式基于调查的学习 (IBL) 对健康专业教育有希望,但大多数研究都依赖主观结果. 标准化测量表明调查行为的积极结果,表明需要更好的评估工具.
科学领域:
- 医学教育 医学教育
- 健康 专业 教育 卫生 专业 教育
- 教学教育学 在教学上
背景情况:
- 开放式基于调查的学习 (IBL) 通过学生驱动的问题和探索来促进更高层次的思维.
- 医疗专业教育中越来越多地使用IBL课程.
研究的目的:
- 总结用于评估卫生专业在开放式基于调查的学习 (IBL) 课程中的学员的各种指标.
- 评估参与IBL开放计划的学员的成绩.
主要方法:
- 进行了范围审查,搜索了五个数据库,以查找在开放IBL中的实习生成果的出版物.
- 包括描述IBL五个阶段干预措施的研究.
- 数据提取和总结是双重执行的.
主要成果:
- 包括21项涉及医生和护士学员的研究.
- 很少有研究使用经过验证的工具来衡量调查行为或批判性思维.
- 大多数研究报告的主观结果,如学员满意度或感知到的技能增长.
- 使用经过验证的工具进行的研究显示了有利的调查行为,但对批判性思维的结果是不同的.
结论:
- 开放式基于调查的学习 (IBL) 可以培养健康专业学习者的好奇心.
- 严重依赖主观结果限制了对IBL影响的理解.
- 进一步的研究应该利用标准化的措施来更好地评估IBL在以调查为导向的技能方面的有效性.
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