在儿科研究生医学教育中掌握学习的状态:一个范围审查
Michaela Mills-Rudy1, Megan Thorvilson1, Cynthia Chelf2
1Department of Pediatric and Adolescent Medicine, Mayo Clinic, Rochester, MN, USA.
Advances in medical education and practice
|July 15, 2024
概括
在儿科研究生医学教育 (GME) 中,掌握学习 (ML) 正在出现. 解决定义掌握,评估严格性和报告标准的差距可以增强ML的ML.
科学领域:
- 医学教育研究 医学教育研究
- 儿科研究生医学教育 医学教育
背景情况:
- 掌握学习 (ML) 的干预越来越多地被探索在儿科研究生医学教育 (GME).
- 目前儿科的ML方法在实施和报告方面表现出差异性.
研究的目的:
- 描述当前在儿科GME的掌握学习干预措施.
- 确定ML研究和实践中现有的差距和局限性.
- 提出在儿科培训中提高ML严格性的机会.
主要方法:
- 在2022年10月,对主要数据库 (Ovid,PubMed,Scopus,ERIC) 进行了系统的文献搜索.
- 两位独立审稿人选了165个引文,其中20个全稿经过了详细的审查.
- 数据抽象遵循了修改后的"医学精通教育研究报告建议" (ReMERM) 准则.
主要成果:
- 包括11项关于儿科GMEML的研究,最近出版物激增.
- ML干预措施应用于各种任务和学习者群体,始终结合有意识的练习和反.
- 需要改进的关键领域包括定义掌握,多阶段学习,评估有效性证据,标准设定和心理测量数据报告.
结论:
- 儿科GME的掌握学习正处于发展的早期阶段.
- 解决文献中发现的缺陷将改善ML干预的科学严谨性和影响.
- 增强的ML实践可以积极影响学习者的学习成果和儿科的患者护理.
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