整合基础科学到职务轮换使用克恩的教学设计的六步模型:经验教训
Satwat Hashmi1, Qamar Riaz2, Husnain Qaiser3
1Department of Biological and Biomedical Sciences, Faculty of Health Sciences, Aga Khan University, Stadium Road, 74800, Karachi, P.O. Box 3500, Pakistan. satwat.hashmi@aku.edu.
BMC medical education
|January 17, 2024
概括
在医学教育中整合基础科学和临床科学至关重要. 一个翻转的课堂方法被开发来增强心脏病学职员期间的认知融合,显示了更广泛实施的希望.
科学领域:
- 医学教育 医学教育
- 课程开发 课程开发
- 教学设计的教学设计.
背景情况:
- 基础和临床科学在本科医学教育中的正式整合在全球范围内仍然是一个挑战.
- 现有的医学课程往往缺乏基础科学原则和临床实践之间的充分整合.
研究的目的:
- 通过使用Kern的六步模型,开发一种促进基础和临床科学认知融合的干预措施.
- 在心脏病实习中实施和评估以学习者为中心,以内容为中心的教学策略.
主要方法:
- 利用Kern的六步模型进行教学设计,包括通过焦点小组进行需求评估.
- 在医学5年级学生的2周心脏病学实习中实施了翻转课堂方法.
- 通过深入采访,焦点小组讨论 (FGD) 和形成性的多选择题 (MCQ) 测试进行评估.
主要成果:
- 成功开发并实施了集成的翻转课堂课程.
- 确定了包括教师教学风格变化,安排和对变化的抵抗在内的挑战.
- 学生们欣赏翻转案例模型和临床案例,以整合基础科学;教师指出标准化是一个关键的挑战.
结论:
- 成功开发了一个功能性,以学习者为中心的框架,用于基础和临床科学的认知整合.
- 开发的框架显示了在其他医疗职员轮流中实施的潜力.
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