范围审查:临床神经学教育的创新
William Denney Zimmerman1, Melissa B Pergakis1, Emily F Gorman1
1From the Department of Neurology (W.D.Z., M.B.P., M.M., P.H.J., N.A.M.), University of Maryland School of Medicine; Program in Trauma (W.D.Z., M.B.P., M.M., N.A.M.), R Adams Cowley Shock Trauma Hospital; Health Sciences and Human Services Library (E.F.G.), University of Maryland; and Department of Neurology (R.M.E.S.), Johns Hopkins School of Medicine, Baltimore, MD.
Neurology. Education
|October 16, 2024
概括
临床神经病学的教育创新正在迅速增加,特别是在模拟和电子学习方面. 然而,大多数研究都缺乏对有效性,可持续性和可转移性的严格评估.
科学领域:
- 医学教育 医学教育
- 神经学 神经学
- 教育技术的教育技术
背景情况:
- 成人学习理论和教学技术为增强神经学知识获取提供了机会.
- 临床神经学教育在知识转移和技能发展方面面临着不断变化的挑战.
研究的目的:
- 从2010年开始对临床神经病学的教育创新进行范围审查.
- 识别和分类用于神经学教育的新兴教学方法和技术.
主要方法:
- 在多个数据库 (PubMed,Embase,Scopus等) 中进行了全面的文献搜索. 在2021年11月4日.
- 包括涉及医学生到医生级学习者的创新教学方法的研究;已建立的方法和本科干预措施被排除在外.
- 包括的研究使用Kirkpatrick模型进行结果评估和作者驱动的创新评级进行评估.
主要成果:
- 总共有350项研究被选中进行分析,与2010-2011年相比,2020-2021年出版物的数量显著增加.
- 模拟和电子学习是最常见的创新,其次是3D建模,虚拟/增强现实和数字/社交媒体应用.
- 大多数研究报告了低水平的结果 (学习者感知,知识获取),缺乏关于创新的可持续性,可转移性和新性的数据.
结论:
- 在临床神经病学,特别是模拟和电子学习方面的教育创新报告的数量大幅增加.
- 然而,这些创新中的大多数都缺乏对其有效性,有效性,可持续性和可转移性的强有力的评估.
- 需要进一步的研究,以严格评估神经病学新型教育方法的影响和适用性.
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