在英国的一群本科医学学生中探索基础科学知识的保留:一项纵向研究
Idrees Zafar1, John Chilton1, James Edwards1
1Peninsula Medical School, Plymouth, UK.
The clinical teacher
|August 30, 2023
概括
医学学生从第一年到最后一年改善了他们整体的基础科学知识,在解剖学和生理学方面取得了显著的进步. 然而,生物化学知识下降,这表明需要有针对性的强化策略.
科学领域:
- 医学教育 医学教育
- 基础科学 基础科学
- 知识保留 知识保留
背景情况:
- 医学教育中的临床推理取决于基础科学的坚实基础.
- 关于医学学生在整个学位课程中长期保留这种基础知识的不确定性存在.
- 这项研究解决了评估英国医学本科生基本科学知识保留的需要.
研究的目的:
- 评估医学学生对基础科学知识的长期保留.
- 在本科医学培训过程中识别特定基础科学领域的变化.
- 为提高医学教育中的知识保留提供教育策略的信息.
主要方法:
- 一项纵向研究跟踪了一组英国本科医学学生从第一年到最后一年.
- 在最后一年进行了一项定制的形成性评估,其中包括46个单一的最佳答案问题.
- 最后一年的评估分数与第一年的评估分数进行了比较,以确定知识的变化.
主要成果:
- 总体而言,在第一年到最后一年的学习期间,基础科学知识显著改善 (p < 0.01).
- 解剖学和生理学分数显示显著增加 (分别为p = 0.03和p = 0.02).
- 生物化学是唯一一个显示得分显著下降的领域 (p = 0.02).
结论:
- 医学专业的学生在他们的最后一年中表现出了增强的基础科学知识,特别是在解剖学和生理学方面.
- 生物化学知识保留率的下降凸显了需要教学干预的特定领域.
- 建议包括将更基本的科学问题纳入临床评估,以加强学习.
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