在医学研究生培训中进行团队,案例,讲座和基于证据的学习
Tianlong Huang1, Shun Zhou1, Qiaoyan Wei1
1Department of Ophthalmology, The Second Xiangya Hospital of Central South University, 139 Renmin Middle Road, Changsha, 410011, China.
BMC medical education
|June 18, 2024
概括
团队,案例,讲座和基于证据的学习 (TCLEBL) 与传统的基于讲座的学习 (LBL) 相比,显著提高了医学研究生临床和研究技能. 在不增加工作量的情况下,TCLEBL提高了学生的满意度和学业表现.
科学领域:
- 医学教育 医学教育
- 教学教育学 在教学上
- 临床技能发展 临床技能发展
- 研究方法研究方法研究方法学
背景情况:
- 传统的基于讲座的学习 (LBL) 是一种常见的医学教育方法.
- 需要评估创新的教学策略,以提高学习成果.
研究的目的:
- 将团队,案例,讲座和基于证据的学习 (TCLEBL) 与传统基于讲座的学习 (LBL) 的有效性进行比较.
- 评估TCLEBL对学生临床和研究能力的影响.
主要方法:
- 41名医学研究生被分配到TCLEBL或LBL组.
- 通过学生/教师反,理论考试成绩,文献评论质量和学习负担来衡量有效性.
- 关键绩效指标包括文献评论引文,论证质量,内容全面性和科学严谨性.
主要成果:
- TCLEBL导致学生和教师的满意度显著提高 (p < 0.001).
- 在理论考试中,TCLEBL组表现优异 (p = 0.009).
- 在TCLEBL组的文献审查质量,论证,内容全面性和科学严谨性 (p < 0.001对所有) 中观察到显著的改善.
结论:
- 团队,案例,讲座和基于证据的学习 (TCLEBL) 是一种非常有效的教学方法.
- 在医学研究生中,TCLEBL显然提高了临床和研究能力.
- 与传统的基于讲座的学习相比,这种方法提供了优越的学习成果,而不会增加学生的工作量.
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