医学教育中的基于问题的学习:过去十年 (2013-2022) 的全球研究格局 (2013-2022)
Jéssica de Andrade Gomes1, Luiza Amara Maciel Braga1, Bernardo Pereira Cabral1,2
1Laboratory of Cellular Communication, Oswaldo Cruz Institute, Oswaldo Cruz Foundation, Rio de Janeiro, Brazil.
Medical science educator
|June 18, 2024
概括
这项研究对十年来医学教育中基于问题的学习 (PBL) 的全球研究进行了绘制. 它揭示了关键期刊,研究领域,领先的国家和机构,推动了医疗保健专业人员在PBL方面的创新.
科学领域:
- 医学教育研究 医学教育研究
- 图书计量和网络分析.
背景情况:
- 基于问题的学习 (PBL) 结合了理论和实践,使用临床场景.
- 最初用于临床前医学学生,PBL现在广泛用于医学教育.
- 这项研究分析了过去十年在医学教育中关于PBL的全球科学成果.
研究的目的:
- 在医学教育中绘制基于问题的学习 (PBL) 的全球科学格局.
- 确定过去十年PBL研究中的趋势,关键贡献者和协作网络.
主要方法:
- 对2013年至2022年间发表的研究文章进行图书统计分析.
- 来自Web of Science核心集合的元数据的网络分析.
主要成果:
- 观察到年度出版物增长率为9.42%.
- 主要期刊包括*BMC医学教育*和*医学教师*.
- 最重要的研究领域是教育与教育研究和医疗保健科学与服务.
- 美国和中国在出版物方面领先;荷兰和加拿大在合作方面领先.
- 马斯特里赫特大学是最多产和合作的机构.
结论:
- 这项研究提供了过去十年医学教育中PBL的全面概述.
- 这些发现与教育工作者,研究人员和在医疗保健培训中与PBL相关的学生有关.
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