通过翻转学习的疾病脚本工作表方法促进临床学前学生的临床推理能力:一个准实验性研究
1Department of Medical Education, Dong-A University College of Medicine, 32 Daesingongwon-ro, Seo-gu, Busan, 49201, Korea. jenny0306@dau.ac.kr.
BMC medical education
|June 13, 2024
概括
这项研究表明,翻转学习中的疾病脚本工作表有效地提高了临床前医学学生的临床推理技能. 这项干预特别有利于初始推理能力较低的学生.
科学领域:
- 医疗教育 医学教育
- 医学中的认知科学 医学中的认知科学
背景情况:
- 在医疗培训中需要明确的临床推理指导的日益普遍的共识.
- 缺乏针对临床前学生的具体教学方法的研究.
- 需要有效的策略,在医学教育的早期发展临床推理.
研究的目的:
- 调查翻转学习中疾病脚本工作表方法对临床前学生临床推理的影响.
- 为了确定干预的有效性是否在具有高和低基线临床推理能力的学生之间有所不同.
主要方法:
- 一组前后测试设计,涉及42名医学二年级学生.
- 一个为期八周的"临床推理方法"课程通过翻转学习和疾病脚本工作表重新设计.
- 使用诊断思维库 (DTI) 进行临床推理的评估.干预前后.
主要成果:
- 在干预后,DTI分数显著增加 (8.68%,p < .001).
- 高临床推理和低临床推理组都显示出改善,低临床推理组显示出更大的收益.
- 学生们对学习体验进行了好评,平均得分为3.11分之4.
结论:
- 翻转学习中的疾病脚本工作表方法是增强临床前学生临床推理的有效方法.
- 这种教学方法为具有较低基线临床推理能力的学生提供了更大的好处.
- 这种干预是一种可行,可扩展和高效的策略,用于在临床前医学教育中培养临床推理.
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