模拟病房:结合理论框架,创建一个混合的虚拟和实体临床推理教育平台
Myles Benayon1, Lekhini Latchupatula1, Muqtasid Mansoor2
1Internal Medicine, McMaster University, Hamilton, CAN.
Cureus
|July 23, 2024
概括
虚拟学习 (VL) 和面对面学习 (IPL) 在教学临床推理 (CR) 方面具有不同的优势. 混合方法需要定制教学模式,以优化CR发展和学习者参与.
科学领域:
- 医学教育 医学教育
- 发展临床推理 发展临床推理
- 虚拟和面对面的学习模式
背景情况:
- 随着COVID-19的流行,医疗教育中的虚拟学习 (VL) 的采用加速了.
- 需要进一步研究VL对教学临床推理 (CR) 的有效性.
- 模拟病房 (MW) 计划使用了混合面对面学习 (IPL) 和VL方法来进行内科病例学习.
研究的目的:
- 在混合学习环境中对临床推理技能的发展进行定性分析.
- 为了比较虚拟学习 (VL) 与面对面学习 (IPL) 的实用性,用于教学临床推理.
- 探索教学框架如何适应不同的学习模式.
主要方法:
- 与参加MW计划的第一年预科医学生 (n=8) 进行了半结构化采访.
- 使用定向定性内容分析方法来分析采访成绩单.
- 采用翻译编码和思维绘图软件来指导主题开发,根据CR (MOBCR) 框架的可观察行为里程碑的信息.
主要成果:
- 出现了三个主题:将教学量身定制为模式,通过互动学习,以及平衡可访问性与参与.
- 个人学习 (IPL) 在社会凝聚力,非语言线索和自发反方面被发现优越.
- 虚拟学习 (VL) 提供了更大的可访问性,但在交互性和参与方面提出了挑战,需要更结构化的方法.
结论:
- 临床推理 (CR) 指导是模式特定的,并且在虚拟学习 (VL) 和亲自学习 (IPL) 之间不能完全互换.
- 混合学习模式应专注于定制的教学方法和策略,以增强互动性.
- 一种支架方法,可能在虚拟学习 (VL) 之前使用面对面学习 (IPL),可以优化近距离发展区域内的CR发展.
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