在人体解剖学和生理学方面发展批判性思维技能
Erik P Silldorff1, Gerald D Robinson1
1Department of Biological Sciences, Fisher College of Science and Mathematics, Towson University, Towson, Maryland, United States.
Advances in physiology education
|September 21, 2023
概括
通过整合批判性思维技能,增强解剖学和生理学教育. 专注于生理特征的适应性益处和因果机制,以促进更深入的理解和改善临床推理.
科学领域:
- 医学教育 医学教育
- 人类解剖学和生理学 人类解剖学和生理学
背景情况:
- 应用知识技能在临床医学中越来越重要,护理 (NCLEX) 和医生 (MCAT) 考试的变化证明了这一点.
- 医疗错误是一个重大的公共卫生问题,是美国第三大死亡原因.
- 传统的解剖学和生理学教学通常依赖于背诵而不是批判性思维.
研究的目的:
- 为人类解剖学和生理学教学提出一个教学框架,强调批判性思维.
- 从记忆内容转向发展学生的推理和判断能力.
- 将批判性思维发展纳入内容传播的各个方面,而不仅仅是积极学习.
主要方法:
- 开发一个智力框架,专注于解剖和生理特征的适应性益处.
- 结构解释强调机械序列的因果关系,形成直观的功能组.
- 用人类解剖学和生理学的具体例子为讲座开发提供一个模板.
主要成果:
- 拟议的方法有助于发展临床实践中必不可少的批判性思维技能.
- 学生可以建立逻辑认知框架来理解生理功能及其因果关系.
- 这种方法使学生能够进行认知推理,以在系统扰动后得出直观结论.
结论:
- 所有解剖学和生理学内容都应该促进批判性思维,为学生准备复杂的临床情景.
- 强调生理过程的"为什么" (适应性益处) 和"如何" (因果关系) 增强了超越记忆的理解.
- 这种教学模式旨在为未来的医疗保健专业人员提供卓越的推理能力,以改善患者的治疗结果.
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