实用和可定制的学习策略,为职工年成功
Hannah Johnston1, Caroline Zhao2, Yenya Hu3
1University of Chicago Medical Center, Illinois, USA.
Canadian medical education journal
|September 18, 2023
概括
医学学生可以优化临床考试的学习策略,包括美国医学执照考试STEP 2临床知识,通过使用有意识的实践和量身定制的自我评估来有效地弥合知识差距.
科学领域:
- 医学教育 医学教育
- 临床技能发展 临床技能发展
- 评估和评价的评估和评估.
背景情况:
- 过渡到医疗职员年需要调整临床检查的学习策略.
- 增加的患者护理职责减少了医学学生的专注学习时间.
- 准备像美国医疗执照考试 (USMLE) 这样的高风险考试 STEP 2 临床知识至关重要.
研究的目的:
- 为医学学生提供有效和高效的学习策略,用于职员年.
- 引导学生选择资源和学习方法.
- 将有意识的练习和纠正反纳入临床学习.
主要方法:
- 描述可定制的学习方法,以获得职工成功.
- 提供关于选择适当的学习资源的建议.
- 在临床学习中应用故意实践和纠正反的原则.
主要成果:
- 学生可以开发有意的,结果驱动的自我评估.
- 可以识别和解决职员年特定的知识差距.
- 学习者有权使用定制的策略来提高绩效.
结论:
- 修改的学习策略是必要的医学学生在职务期间.
- 刻意练习和自我评估可以提高学习的效率和有效性.
- 用有针对性的策略赋予学习者权力,可以改善临床检查结果.
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