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基于团队的学习在内科医生实习的教学
Madeline Garb1, Melissa Jenkins2, Elaine Cruz3
1Case Western Reserve University School of Medicine, Cleveland, Ohio, USA.
医学学生更喜欢以团队为基础的学习 (TBL) 而不是讲座,显示出更高的参与度和满意度. 这种积极的学习策略增强了内科实习经验.
科学领域:
- 医学教育 医学教育
- 积极学习策略 积极学习策略
- 内部医学工作人员实习.
背景情况:
- 基于团队的学习 (TBL) 在内部医学实习教学中未得到充分利用,尽管学生更喜欢积极学习而不是传统的讲座.
- 这项研究将TBL课程与12周内科实习相结合.
研究的目的:
- 为了比较学习者参与度,满意度和TBL与基于讲座的学习之间的偏好,在内科实习教学中.
- 提供支持TBL作为有效的积极学习策略的证据.
主要方法:
- 采用了一种准实验性的研究设计.
- 结果使用课堂参与调查,满意度调查问卷和基于团队学习的学生评估工具 (TBL-SAI) 来评估结果.
主要成果:
- 在课堂参与度得分的统计学意义上的差异有利于TBL (中位数39.0) 与基于讲座的学习 (中位数33.0).
- 学生对TBL的偏好明显高于中性,对其价值和学习课程材料的有效性满意100%.
- 对于TBL对解决问题的技能的影响,也得到了高度的满意.
结论:
- 这些发现与其他职位的先前研究一致,表明TBL提高了参与度和学习偏好.
- 学生对TBL的满意度比以讲座为基础的学习更为一致,可能是由于TBL的标准化格式.
- 支持TBL作为一个有价值的战略,将积极学习纳入职工教学中.
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