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医学学生对狭窄的学习目标和医疗逃生室的结构化汇报的看法:定性研究
Tami Jørgensen1,2, Oscar Rosenkrantz3,4, Kristine Elisabeth Eberhard3,5
1Copenhagen Academy for Medical Education and Simulation (CAMES), Capital Region of Denmark, Borgmester Ib Juuls Vej 1, 2730, Copenhagen, Denmark. tami.joergensen@hotmail.com.
BMC medical education
|April 11, 2024
概括
医疗逃生室具有狭窄的学习目标和结构化的汇报,提高学习的深度. 这种方法将吸引人的团队活动转化为学生的有效教育机会.
科学领域:
- 医学教育 医学教育
- 基于模拟的学习学习
背景情况:
- 逃生室正在成为医学教育中的创新工具.
- 有限的研究存在于医疗逃生室的审核有效性和实现学习目标.
- 狭窄的学习目标可能会加深反思并提高教育成果.
研究的目的:
- 探索学生对医疗逃生室的体验.
- 评估与狭窄的学习目标和汇报相关的感知学习成果.
主要方法:
- 探索性定性研究,涉及到最后一年的医学学生.
- 参与者参与了视频讲座,逃生室和半结构化汇报.
- 焦点小组采访被转录和分析,使用系统的文本缩.
主要成果:
- 32名学生在八个小组中参加了比赛.
- 出现了五个关键主题:客观经验,汇报主题,学习机制,信息交换结果和学习方法的影响.
- 该研究确定了与信息交换相关的具体学习成果.
结论:
- 狭窄的学习目标和结构化的汇报显著增加了医疗逃生室会议中感知到的学习深度.
- 半结构化的汇报会容纳了关于学生相关的各种主题的讨论.
- 这种方法有效地将吸引活动与有针对性的教育目标相结合.
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