在临床前医学教育中使用基于工作室的学习重新想象人体解剖:一项回顾性试点研究
Yin Leung1, Kevin Loktin Ho1, Long Yung1
1Medicine (MBChB) Programme, Faculty of Medicine, The Chinese University of Hong Kong, Hong Kong, China.
Anatomical sciences education
|February 28, 2024
概括
基于工作室的学习 (SBL) 增强了医学学生在人体解剖研讨会中的参与和理解. 这种新的方法提高了解剖学知识,临床相关性和批判性思维能力.
科学领域:
- 医学教育 医学教育
- 人体解剖学 解剖学 解剖学
- 教学教育学 在教学上
背景情况:
- 目前的医学课程在人体解剖方面采用了检查清单方法,这往往限制了教育工作者的参与.
- 解剖学教育工作者在解剖课程期间提高学生参与度面临挑战.
研究的目的:
- 评估学生对工作室学习 (SBL) 的看法,在人类剖析研讨会上.
- 评估SBL对解剖学知识获取的影响.
- 解释关于SBL在医学教育中的有效性的问卷结果.
主要方法:
- 招募了来自香港中国大学 (2020年和2021年的队列) 的2年级医学学生.
- 通过使用基于工作室的学习 (SBL) 进行了人类剖析研讨会.
- 对50名参与者进行了研讨会后问卷 (5分利克特级,19项验证) 的管理.
主要成果:
- SBL增强了学生对解剖结构的知识和空间理解.
- 研讨会加强了学生对粗病理和临床相关性的认识.
- SBL促进了参与者之间更高层次的思维技能的发展.
结论:
- 基于工作室的学习 (SBL) 是医学教育中人类解剖的一个新且有效的方法.
- 在补充现有的医学课程和改善学习成果方面,SBL显示出有前途的潜力.
- 这项研究是第一个在人类解剖研讨会的背景下引入和评估SBL的研究.
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