在临床学科的团队学习 (TBL) 医学本科生-一个范围审查
Irene Sterpu1, Lotta Herling2,3, Jonas Nordquist4
1Division of Obstetrics and Gynecology, Department of Clinical Sciences, Intervention and Technology (CLINTEC), Karolinska Institutet, Stockholm, Sweden. irene.sterpu@ki.se.
BMC medical education
|January 3, 2024
概括
医疗教育中的基于团队的学习 (TBL) 在知识获取方面显示出混合的结果,但提高了学生的满意度和参与度. 需要更严格的研究来确认TBL.
科学领域:
- 医学教育 医学教育
- 教学方法 教学方法
- 临床学科 临床学科
背景情况:
- 基于团队的学习 (TBL) 是本科医学教育中一个成熟的教学方法.
- 它在临床学科中的应用和影响仍未得到充分探索.
- 这项研究系统地审查了在临床环境中对TBL实施的文献.
研究的目的:
- 探索和绘制有关实施TBL的影响的出版文献.
- 评估TBL在临床学科的本科医学教育中的有效性.
主要方法:
- 在Medline,ERIC和Web of Science数据库中进行全面的文献搜索.
- 在临床本科医学教育中包括关于TBL的原始研究研究.
- 在同行评审的英语期刊上发表的研究分析.
主要成果:
- 49项研究符合纳入标准;90%使用修改的TBL协议.
- 获取知识 (78%) 和学生满意度 (69%) 是大多数报告的结果.
- 实施TBL与增加知识,参与和满意度有关,尽管结果各不相同.
结论:
- 大多数研究报告的学生满意度和参与度都很好.
- 关于知识的获取和保留的发现是矛盾的.
- 经过修改的TBL实施和各种方法限制了最终结论;需要严格的研究.
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