向远程学习者直播临床经验:一个批判性的叙事审查
Kelvin Gomez1, Helen L Edwards2, Jane Kirby2
1Leeds Institute of Medical Education, Leeds School of Medicine, University of Leeds, Leeds, UK.
Medical education
|April 12, 2024
概括
现场直播的临床体验为扩大医疗培训能力提供了一个有前途的解决方案,提高了获得真实患者学习 (RPL) 的机会. 虽然身体技能实践等挑战存在,但理论框架可以指导未来的在线创新,以实现有效的临床教育.
科学领域:
- 医学教育 医学教育
- 在线学习在线学习
- 临床培训创新 临床培训创新
背景情况:
- 医学教育传统上依赖于真实患者学习 (RPL),但能力限制带来了挑战.
- 随着COVID-19的流行,在线临床学习的采用加速了,包括直播体验,以解决安置短缺问题.
- 现有的审查缺乏一个强大的理论框架来评估这些创新.
研究的目的:
- 通过基于经验的学习 (ExBL) 理论来评估直播临床经验的有效性.
- 为优化和实施直播临床学习提供实际建议.
主要方法:
- 关于2019年9月至2023年1月期间发表的期刊文章的文献综述.
- 专注于本科和研究生医学教育,包括其他医疗保健专业.
- 分析了与ExBL组件相关的发现.
主要成果:
- 优势包括扩大对RPL和专业的访问,标准化的学习,以及积极的学生/教育工作者认知.
- 患者报告没有对护理质量产生负面影响.
- 限制包括无法练习体检,参与挑战和连接问题.
结论:
- 现场直播的临床经验可以有效地提高安置能力和质量.
- 技术和教学适应可以减轻局限性.
- 理论框架对于未来的在线临床学习创新至关重要.
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