通过在本科医学教育中实施标准化的以团队为基础的学习过程来改善学习体验
Rebecca Andrews-Dickert1, Ranjini Nagaraj2, Lilian Zhan2
1Department of Physiology and Pharmacology, College of Osteopathic Medicine, Sam Houston State University, Texas, USA.
BMC medical education
|October 7, 2024
概括
在本科医学教育中实施标准化的基于团队的学习 (TBL) 改善了学生对TBL好处的看法,包括准备性保证和应用活动. 一致的TBL执行是积极学生体验的关键.
科学领域:
- 医学教育 医学教育
- 积极学习策略 积极学习策略
- 教育心理学教育心理学
背景情况:
- 基于团队的学习 (TBL) 是本科医学教育 (UME) 中的一个结构化的积极学习方法.
- 在TBL实施中存在差异,影响其感知的好处.
- 这项研究调查了标准化TBL框架对学生感知的影响.
研究的目的:
- 评估标准化TBL框架对学生对TBL福利的看法的影响.
- 评估针对性干预措施在改善TBL实施方面的有效性.
- 了解如何一致的TBL组件交付影响学生的学习体验.
主要方法:
- 教师调查评估了TBL实施的忠实性.
- 二年级的骨科医学学生 (OMS II) 在干预前后进行了调查.
- 在6周的课程中,课程干预强制执行了标准的TBL步骤和组件.
- 定量和定性数据经过描述性和专题分析.
主要成果:
- 教师调查显示TBL实施不一致.
- 学生的感知在诸如准备性保证测试,立即反和干预后应用活动等领域显著改善.
- 学生们始终重视TBL的团队合作和实际应用机会.
结论:
- 虽然学生在UME中重视团队合作,但不理想的TBL实施可能会对他们的感知产生负面影响.
- 针对性干预和对TBL组件的评估可以增强医学学生的TBL经验.
- 该研究的方法可以指导教育工作者在他们的机构中改进TBL.
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