解锁知识:评估教育逃生室在健康科学教育教育中的有效性的元分析
Nicholas J Kakos1, Rebecca S Lufler2, Brendan Cyr1
1Tufts University School of Medicine, Boston, MA, USA.
Advances in health sciences education : theory and practice
|September 12, 2024
概括
教育逃生室显著提高健康科学学生的知识. 这一元分析证实了它们在改善学习成果和发展关键技能方面的有效性.
科学领域:
- 卫生科学教育健康科学教育
- 医学教育 医学教育
- 基于游戏的学习
背景情况:
- 教育逃生室在健康科学中越来越多地用于吸引内容审查.
- 这些干预措施促进了团队合作,沟通和压力下的知识应用.
研究的目的:
- 在健康科学教育中对教育逃生室的有效性进行元分析.
- 总结学习者绩效结果,并确定实施实践.
主要方法:
- 在七个数据库中进行系统的文献搜索 (开始至2023年3月).
- 从16项研究 (11项前后试验,5项对照治疗) 中对效果大小 (标准化平均差异) 的元分析.
- 使用MERSQI标准评估研究质量.
主要成果:
- 学习者在逃生室后显示出统计学上显著的知识增长 (SMD ≥0.893,p <0.001).
- 逃生室参与者 (n=508) 的表现优于对照组 (n=555) (SMD = 0.616,p < 0.001).
- 大多数逃生室都用于内容审查.
结论:
- 教育逃生室是有效的干预措施,以提高健康科学学习者的知识获取.
- 这些发现支持使用逃生室作为一种有价值的基于游戏的学习策略.
- 共同的实施策略可以指导教育工作者采用这种方法.
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