为 COVID-19 时代和以后的医学教育中重新想象基于问题的学习的十二个技巧
Hoi Yan Corliss Wong1, Julie Yun Chen2, Kendrick Co Shih3
1Li Ka Shing Faculty of Medicine.
MedEdPublish (2016)
|March 15, 2024
概括
随着COVID-19的流行,医学院加速了在线学习的普及. 这篇文章提供了12个技巧,用于改进在线基于问题的学习 (PBL) 教程,增强辅导员-学习者经验和有效性.
科学领域:
- 医学教育 医学教育
- 数字学习数字学习
- 全球流行病应对行动
背景情况:
- 由于COVID-19大流行,全球医疗教育需要快速向在线学习过渡.
- 最初的在线学习体验对学生和教育工作者来说都是具有挑战性的,因为他们对新的数字工具不熟悉.
- 这一转变促使对传统的医学教育交付方法进行了批判性的重新评估.
研究的目的:
- 检查香港大学李嘉诚医学院 (HKUMed) 从线下到线上基于问题的学习 (PBL) 教程的过渡.
- 确定在PBL中优化在线辅导员-学习者体验的挑战和关键考虑因素.
- 为更有效的在线PBL会议提出实际改进.
主要方法:
- 基于问题的学习 (PBL) 教程的线下到线上过渡的分析.
- 识别在传统教程的数字化改编过程中遇到的陷.
- 来自参与在线PBL的学习者和教师的基于经验的见解.
主要成果:
- 过渡到在线学习凸显了在数字化复制传统教程动态方面存在的具体困难.
- 确定了影响在线辅导员-学习者互动的关键因素.
- 具体的改进被认为对于提高在线PBL的有效性至关重要.
结论:
- 由于COVID-19的流行,医疗教育的提供发生了必要的变化.
- 将基于问题的学习 (PBL) 适应数字空间,需要仔细考虑学习者和辅导者的经验.
- 这篇文章提供了十二个可行的技巧,以提高在线PBL会议的有效性和成果.
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