在你倾听之前先听:一种积极学习的方法,用于床边的心脏评估
James L Meisel1, Daniel C R Chen2, Gail March Cohen3
1Associate Chief of Staff for Education, VA Bedford Healthcare System; Associate Professor of Medicine, Department of Medicine, Boston University Chobanian & Avedisian School of Medicine.
MedEdPORTAL : the journal of teaching and learning resources
|November 2, 2023
概括
一个新的课程改善了医疗学员的床边心脏评估 (BCA) 技能. 这种以患者为中心的方法增强了信心和知识,解决了非心脏病学学习者的缺陷.
科学领域:
- 医学教育 医学教育
- 心脏病学 心脏病学
- 临床技能培训 临床技能培训
背景情况:
- 在非心脏病学学员中,床边心脏评估 (BCA) 技能往往缺乏.
- 这种缺陷可以延续到几代医学教育者和学习者.
- 需要改进,可访问的BCA培训方法.
研究的目的:
- 开发和评估以患者为中心的课程,以加强床边心脏评估 (BCA) 的教学和学习.
- 创建一个灵活和可访问的课程,为医疗职员学生和其他健康专业的学习者.
主要方法:
- 采用了建设主义的方法,使学习目标,活动和评估保持一致.
- 一个翻转的课堂模型包含了课前视频和练习问题,随后是课堂活动,整合了诊断推理,病理生理学和物理诊断.
- 该课程采用了六个步骤的系统方法,并采用了"在学习之前倾听"的框架. 来自四所医学院的268名学生参加了这次活动.
主要成果:
- 学生们报告说,他们对床边心脏评估 (BCA) 能力的信心增加了.
- 学习者知识在BCA和对照组中都显示出改善.
- 主题分析表明,教学设计,同行互动,技能实践和教育工作者接触是课程的有价值组成部分.
结论:
- 开发的课程有效地支持临床能力的积极学习,并促进专业身份的形成.
- 增加的信心和知识表明了持久学习成果的潜力.
- 建议进行进一步的研究,以证实知识,技能获取和行为影响,包括对专业身份的影响.
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