医学教育中最推的新型教学策略是什么? 一个系统的审查和网络元分析
Shuai-Long Zhang1,2, Si-Jing Ren1,2, Dong-Mei Zhu3,4
1Department of Military Cognitive Psychology, School of Psychology,, Third Military Medical University (Army Medical University), Chongqing, 40038, China.
BMC medical education
|November 22, 2024
概括
基于案例的学习 (CBL) 和基于问题的学习 (PBL) 对医学学生最有效. 基于模拟的学习 (SBL) 提供了卓越的学习体验,尽管策略之间的差异很小.
科学领域:
- 医学教育 医学教育
- 学习方法的学习方法.
- 相对的有效性比较
背景情况:
- 医学学生的最佳教学策略缺乏确的证据.
- 有各种不同的方法,如SBL,FC,PBL,TBL,CBL和BOPPPS.
- 评估和优先考虑这些战略对于加强医学教育至关重要.
研究的目的:
- 系统地审查和网络分析医学学生的教学策略.
- 评估和排名不同教育方法的有效性.
- 确定最有效的提高学习质量和学习成果的策略.
主要方法:
- 在主要数据库 (PubMed,Embase,Web of Science,Cochrane) 和期刊中进行系统的搜索,直到2023年11月.
- 包括以医学学生为重点的随机对照试验 (RCT) 和基于问题的学习或问题解决.
- 应用双向和网络元分析,使用随机效应模型计算标准化平均差异 (SMD) 和95%置信区间 (95%CI).
主要成果:
- 分析了80个涉及6,180名学生的RCT.
- 与传统学习 (LBL) 相比,基于案例的学习 (CBL),基于问题的学习 (PBL) 和基于模拟的学习 (SBL) 在提高分数和满意度方面表现出显著的有效性.
- 在临床课程中,CBL和PBL特别有效,而SBL提供了优越的整体学习体验.
结论:
- 基于案例的学习 (CBL) 和基于问题的学习 (PBL) 对改善医学学生的学习非常有效.
- 基于模拟的学习 (SBL) 提供了一个优秀的教育体验.
- 虽然存在差异,但一些新的策略在学习效率方面显示出相似的微小改善.
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