在阿尔法萨尔大学促进TBL成功:复杂的自适应系统方法
Sadia Qazi1, Muhammad Atif Mazhar1, Abdul Ahad Shaikh2
1Anatomy Department, College of Medicine, Alfaisal University, Riyadh, Saudi Arabia.
Advances in medical education and practice
|October 14, 2024
概括
复杂自适应系统 (CAS) 理论增强了医疗教育中的团队学习 (TBL). 这种方法促进了适应性实施,新兴结果和更深入的学习,随着时间的推移提高了学生的表现.
科学领域:
- 医学教育 医学教育
- 教育心理学教育心理学
- 系统理论 系统理论
背景情况:
- 基于团队的学习 (TBL) 是医疗教育中越来越多地采用的积极学习策略.
- 实施像TBL这样的创新教学方法在学术机构中提出了复杂的挑战.
- 复杂自适应系统 (CAS) 理论为理解动态和相互连接的系统提供了一个框架.
研究的目的:
- 用复杂自适应系统 (CAS) 理论在医学院探索团队学习 (TBL) 的实施.
- 调查CAS原则如何提高TBL在医学教育中的有效性和实施.
- 在一个纵向研究中分析CAS动态和TBL结果之间的相互作用.
主要方法:
- 融合平行混合方法纵向设计.
- 整合量化绩效指标 (例如学习成绩) 和定性主题.
- 应用CAS原则来分析TBL实施和结果.
主要成果:
- 在个人和团队学习成绩中观察到适度的改善.
- 随着时间的推移,学生从较低的成绩季度向更高的成绩季度进步的积极趋势.
- 定性数据显示了适应性实施,新出现的结果,自我组织,积极的反循环,以及与CAS原则相一致的增强学习深度.
结论:
- 基于CAS的方法对于导航教育变革和有效实施TBL是有价值的.
- 当通过CAS镜头观察TBL时,它促进了更有弹性和适应性的教育模式.
- 这项研究有助于理解CAS理论如何引导医学教育中的创新教学实施.
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