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通过"分发,讨论和发展"方法提高医学教育:对小组讨论的比较研究
Arunita T Jagzape1, Mahendra Kumar2, Nilabh Ghritlahre3
1Physiology, All India Institute of Medical Sciences, Raipur, Raipur, IND.
Cureus
|May 27, 2024
概括
分发,讨论和发展 (3D) 方法显著提高了学习成果和参与医学教育. 这种方法增强了未来医生的批判性思维和沟通技巧.
科学领域:
- 医学教育 医学教育
- 生理学 生理学 生理学
- 教学教育学 在教学上
背景情况:
- 小组讨论 (SGD) 对于培养医学学生的批判性思维和沟通至关重要.
- 传统的SGD面临着可扩展性和学生参与度的挑战.
- 分发,讨论和开发 (3D) 方法是为了解决这些局限性而开发的.
研究的目的:
- 评估3D方法在改善医学一年级学生学习成果方面的有效性.
- 将3D方法与传统的SGD方法进行比较.
- 用3D方法评估学生对互动,沟通和总结的看法.
主要方法:
- 这是一项单盲干预研究,涉及125名一年级医学学士和外科学士学生.
- 随机分配到干预 (3D方法) 和对照组.
- 通过前后测试,正常增益 (g) 和血液学和肌肉神经生理学单位的反问卷进行评估.
主要成果:
- 与对照组相比,干预组的学习结果明显改善 (血液学效果大小:1.55;肌肉神经生理学:1.4).
- 规范化增益 (g) 表示中等有效性,这意味着干预组的学习增强.
- 干预组的学生对互动,沟通和会议总结的满意度更高.
结论:
- 3D方法为医学教育中传统的SGD提供了一个可扩展和引人入胜的替代方案.
- 这种以学生为中心的方法增强了对复杂生理概念和沟通技能的理解.
- 3D方法是培养更有能力的医学毕业生的一个有希望的策略.
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