走向P(u) BLIQ:通过一种新的混合方法,成功地将本科医学学生从基于问题的学习转变为调查案例学习
Daniel P Griffin1,2, Maria Ortega1, Chasity B O'Malley1,3
1Dr. Kiran C. Patel College of Allopathic Medicine, Nova Southeastern University, Fort Lauderdale, FL USA.
一种新的混合方法有效地将医学学生从基于问题的学习 (PBL) 过渡到调查案例 (IQ) 学习. 这种方法解决了智商学习的关键挑战,提高了学生的准备和成功.
科学领域:
- 医学教育 医学教育
- 教学教育学 在教学上
- 学习策略 学习策略
背景情况:
- 基于问题的学习 (PBL) 是一种经过验证的医学教育方法.
- 查询案例 (IQ) 学习是一种更苛刻,更快节奏的PBL变体.
- 在PBL和IQ格式之间过渡给学生带来了挑战.
研究的目的:
- 引入一种新的混合PBL/IQ学习策略.
- 促进学生从PBL学习到IQ学习的顺过渡.
- 评估混合方法在解决智商学习挑战方面的有效性.
主要方法:
- 为医学学生实施了混合PBL/IQ案例系列.
- 进行了一项自愿的匿名调查,对两组学生进行了混合系统参与后的调查.
- 分析了调查数据,包括领导者与非领导者资源利用情况以及对挑战的定性反.
主要成果:
- 84.47%的学生完成了调查.
- 在智商学习方面,领导者使用的期刊文章比非领导者更多 (p<0.05).
- 确定了关键挑战:为领导者创造活动,为非领导者做好准备.
- 学生报告说,混合系统对智商学习成功产生了积极的影响.
结论:
- 混合PBL/IQ方法有效地解决了智商学习中的准备,时间管理和活动创建挑战.
- 这种方法支持学生过渡到在智商学习中增加责任.
- 该策略有助于学生为IQ格式开发成功的学习策略.
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