在社区环境中使用混合基于问题的学习方法,向医学学生传授儿童营养评估技能
Jitendra Kumar Meena1, Anjana Verma2, Medha Mathur2
1Assistant Professor, Preventive Oncology, National Cancer Institute (NCI) Jhajjar, AIIMS, New Delhi, India.
Medical journal, Armed Forces India
|May 27, 2024
概括
混合基于问题的学习在印度农村环境中显著改善了医学学生的营养评估技能. 这种方法提高了学生和教师的学习成果和满意度.
科学领域:
- 医学教育 医学教育
- 儿童营养学 儿童营养学
- 公共卫生 公共卫生
背景情况:
- 营养不良影响印度五岁以下儿童的三分之一,需要在初级保健中强有力的营养评估技能.
- 有效检测儿童营养不良是及时干预和改善健康结果的关键.
- 混合基于问题的学习 (HPBL) 提供了一种可适应的策略,用于在社区环境中教授临床技能.
研究的目的:
- 评估混合基于问题的学习 (HPBL) 提高医学学生营养评估能力的有效性.
- 评估HPBL对学生与儿童营养不良有关的知识,态度,沟通和实践的影响.
- 为了衡量学生和教师对HPBL方法的满意度和感知效益.
主要方法:
- 这是一项准实验性研究,涉及两个月的农村环境中的三年级医学学生.
- 由主题专家开发培训模块,专注于知识,态度,沟通和实践领域.
- 一个为期三周的HPBL培训计划,包括预测,案例介绍,自主学习,角色扮演和反会议.
主要成果:
- 在所有领域都观察到显著的改善:知识 (p=0.01),实践 (p=0.01) 和态度/沟通 (p=0.01).
- 该HPBL方法导致了关于营养评估能力的令人满意的答案显著增加.
- 教师们赞成HPBL的实用性和引人入胜的性质,并指出更好地澄清了疑问.
结论:
- HPBL是一种有效的临床技能教学方法,如营养评估,适用于模拟和现场环境.
- 新的HPBL方法受到学生和教师的积极欢迎,提高了学习成果和满意度.
- 学生和教师都鼓励使用HPBL方法来教授其他临床主题.
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