本科临床科学课程的自主学习和学生的学习经验:一个范围审查
Ashleigh Finn1,2, Caitlin Fitzgibbon3, Natalie Fonda4
1Department of Paramedicine, Monash University, Level 2, Building H, Peninsula Campus, McMahons Road, Frankston, VIC 3199, Australia. ashleigh.finn@acu.edu.au.
临床科学课程中的自主学习通过课程设计,教育工作者影响,同行互动,环境和临床实习来增强. 了解这些因素可以改善学生的学习体验和终身学习技能.
科学领域:
- 医学教育 医学教育
- 卫生科学 卫生科学 卫生科学
- 教学教育学 在教学上
背景情况:
- 卫生专业组织主张自主学习 (SDL).
- 随着医疗保健的发展,需要在高等教育中培养终身学习技能.
- 本科临床科学课程越来越多地纳入SDL.
研究的目的:
- 探索利用SDL的本科临床科学课程中增强学生学习体验的因素.
- 确定在临床科学教育中有效实施SDL的关键驱动因素.
主要方法:
- 范围审查以乔安娜·布里格斯研究所的方法指导.
- 在MEDLINE,Embase,Emcare,Scopus和ERIC数据库中进行了搜索 (2022年4月,2023年8月重新运行).
- 选了2209篇文章;在完整文本审查和质量评估后,有19篇符合纳入标准.
主要成果:
- 确定了五个关键因素:课程元素,教育工作者的影响,同行影响,环境和临床安置经验.
- 这些因素在SDL环境中显著影响学生的学习.
- 课程和环境因素对于改善SDL体验至关重要.
结论:
- 多种因素,包括课程,教育工作者,同龄人,环境和临床实习,提高了临床科学课程中的SDL.
- 有效实施SDL战略需要对这些影响因素有全面的了解.
- 研究结果支持教育工作者在临床科学课程中优化SDL,以改善学生的学习成果.
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