基于问题的跨专业教育:医学教育中的PBL的一个前沿形式
1Department of Immunology, School of Basic Medical Sciences, Peking University, NHC Key Laboratory of Medical Immunology (Peking University), Beijing, China.
基于问题的跨专业学习 (IPBL) 与非专业的PBL相比,提高了医疗保健学生的协作技能和学习成果. 这项研究强调了IPBL在改善人们对团队合作和自我学习能力的态度方面的有效性.
科学领域:
- 医学教育 医学教育
- 医疗保健 职业 教育 教育 专业
背景情况:
- 专业间教育 (IPE) 旨在加强医疗保健协作和患者护理质量.
- 基于问题的学习 (PBL) 是一种有效的教育模式.
- 关于将IPE与PBL结合在一起的研究有限.
研究的目的:
- 评估基于问题的跨专业学习 (IPBL) 与基于问题的单专业学习 (UPBL) 的有效性.
- 评估IPBL对医疗保健学生对跨专业合作的态度及其学习成果的影响.
主要方法:
- 一项涉及360名学生的纵向干预研究.
- 随机分组为跨专业的PBL (IPBL) 和单职业的PBL (UPBL).
- 利用态度和学习能力问卷 (ALAQ) 并比较学业成绩.
主要成果:
- 与UPBL学生相比,IPBL学生对专业间合作和角色意识的积极态度增加.
- 大多数IPBL学生报告说,自我学习能力有所提高,学习热情持续.
- ALAQ的可靠性很高 (克朗巴赫的α=0.887).
结论:
- 跨专业基于问题的学习 (IPBL) 模式比单专业基于问题的学习 (UPBL) 模式更有效.
- IPBL对医疗保健学生对合作的态度产生了积极的影响,并提高了学习成果.
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