基于团队的学习结果与小组互动学习在产科和妇科课程的产科和妇科本科生
Irene Sterpu1, Lotta Herling1,2, Jonas Nordquist3
1Division of Obstetrics and Gynecology, Department of Clinical Sciences, Intervention and Technology (CLINTEC), Karolinska Institutet, Stockholm, Sweden.
基于团队的学习 (TBL) 和小组交互式学习 (SIL) 在医学学生的知识获取,保留,参与和满意度方面显示了类似的结果. 当教师稀缺时,TBL可能有助于减少教师工作量.
科学领域:
- 医学教育 医学教育
- 教学教育学 在教学上
背景情况:
- 基于团队的学习 (TBL) 是一种积极的教学方法,在商业和临床前医学教育中具有已证明的好处.
- 与传统方法相比,它在临床医学教育中的有效性尚不清楚.
- 这项研究评估了TBL与小组交互式学习 (SIL) 在产科和妇科职位.
研究的目的:
- 将基于团队的学习 (TBL) 与传统的小组交互式学习 (SIL) 进行比较.
- 评估知识获取,保持,学生满意度和参与度的差异.
- 评估TBL在临床医疗环境中的可行性.
主要方法:
- 一项前性交叉研究,涉及卡罗林斯卡研究所的五年级医学学生.
- 两个研讨会格式 (TBL和SIL) 交付给了产科和妇科工作人员.
- 通过期末考试来评估知识;通过问卷来衡量参与度和满意度.
主要成果:
- 在获得或保留知识方面,在TBL和SIL之间没有发现统计学意义上的差异.
- 在这两种教学方法中,学生的参与度和满意度水平是可比的.
- 与SIL (10:1) 相比,TBL利用了更高的学生对教师比率 (20:1).
结论:
- 基于团队的学习 (TBL) 和小组交互式学习 (SIL) 在临床医学教育中产生类似的学习成果和满意度.
- 在资源有限的环境中,TBL可能为减少教师工作量提供解决方案,而不会影响学生的学习.
- 进一步调查TBL在临床职务人员的效率是合理的.
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