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虚拟与纸质PBL在肺病学课程中的医学本科生

Heba H Abo Elnaga¹, Manal Basyouni Ahmed^2,3, Marwa Saad Fathi^3,4

¹Department of Pulmonary, Faculty of Medicine, October 6 University, 28C, Opera City Compound, Sheikh Zayed Giza, Egypt. hebahelmy73.med@o6u.edu.eg.

BMC medical education

|June 13, 2023

概括

基于问题的学习 (PBL) 中的虚拟患者 (VP) 与传统的纸质案例相比,显著提高了医学学生的认知技能和知识获取. 学生们发现VP在临床场景中更具吸引力和激励,以收集信息.

科学领域:

医学教育医学教育
数字健康数字健康
认知科学认知科学

背景情况:

基于问题的学习 (PBL) 是医学教育的基石.
虚拟患者 (VP) 为传统的纸质PBL病例提供了一个数字替代方案.
在PBL中VP的比较有效性和学生满意度仍然是研究领域.

研究的目的:

评估虚拟患者 (VP) 病例模拟在基于问题的学习 (PBL) 中与纸质病例相比的有效性.
评估对认知能力的影响,通过多选择题测试成绩来衡量.
为了确定学生对基于VP的PBL的满意度.

主要方法:

一项受控的交叉研究涉及459名医学四年级学生.
随机分配到两个组 (A 和 B) 进行并行 PBL 会议.
在VP-PBL和纸质PBL之间的测试后分数的比较,以及利克特尺度满意度调查.

主要成果:

在VP-PBL (COPD:6.25 ± 0.875;肺炎:6.56 ± 1.396) 与纸质PBL (5.29 ± 1.166;5.57 ± 1.388) 相比,测试后的得分显著更高.
在交叉设计中,学生在VP-PBL中经历了显著的得分改善,在纸质PBL中经历了回归.
大多数学生更喜欢VP-PBL,理由是增加了参与度和注意力.

结论:

在PBL中的虚拟患者可以增强医学学生的知识获取和理解.
基于VP的PBL对学生来说比基于纸张的方法更有动力.
医疗教育中的VP整合显示出提高学习成果和参与度的前景.

关键词:

医学教育医学教育基于问题的学习.虚拟患者是虚拟的患者.

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