同行学习小组对一年级医学学生的影响
Sam E Gary1, Samuel F Chang1, Colin H Quinn1
1Medical Scientist Training Program, University of Alabama at Birmingham Marnix E. Heersink School of Medicine, Birmingham, AL USA.
Medical science educator
|October 25, 2024
概括
同行主导的积极学习计划显著提高了医学学生的学业成绩. 这项为期25周的以问题为基础的课程展示了积极的学习成果和高持续的参与率.
科学领域:
- 医学教育 医学教育
- 积极学习策略 积极学习策略
背景情况:
- 积极学习和同行指导是提高教育成果的公认方法.
- 传统的医学教育往往依赖于被动学习模型.
研究的目的:
- 为了评估25周的有效性,基于问题的积极学习计划为第一年医学学生 (MS1).
- 评估同行指导教学对医学课程中的学术成绩的影响.
主要方法:
- 一个25周的课程,包括由高级学生开发的每周问答集.
- 二年级同行教育工作者为MS1学生提供了协作解决问题的课程.
- 对2015年MCAT成绩进行统计分析,以评估出席率与学业成绩之间的相关性.
主要成果:
- 该计划的学生出席率与基础科学课程的学术表现改善有显著的相关性 (β = 0.196,p < .001).
- 出席率还与器官系统模块的表现有显著的正相关性 (β = 0.104,p = .033).
- 该计划在学生中实现了83%的持续参与率.
结论:
- 同行领导的,积极的学习环境对医学学生的学业成绩产生了积极的影响.
- 开发的基于问题的课程是提高医学教育学习的有效策略.
- 持续的学生参与是可以实现的,并有助于可衡量的学术成功.
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