基于问题的学习对医学学生的耻辱的影响:一项干预验证研究
Yuto Arai1, Tohru Okanishi1, Yuko Nakamura1
1Division of Child Neurology, Department of Brain and Neurosciences, Faculty of Medicine, Tottori University, Yonago, Japan.
Epilepsy & behavior : E&B
|December 10, 2024
概括
一个与有关的基于问题的学习 (E-PBL) 计划显著减少了医学学生对的耻辱感. 此外,E-PBL干预也提高了学生对的了解,突出了其教育价值.
科学领域:
- 医学教育 医学教育
- 神经学 神经学
- 公共卫生 公共卫生
背景情况:
- 的耻辱在公众和医疗保健专业人员中很普遍.
- 早期的教育干预对于解决的耻辱至关重要.
- 基于问题的学习 (PBL) 是一种新兴的教育策略,有可能减少耻辱感.
研究的目的:
- 评估相关的基于问题的学习 (E-PBL) 计划对医学学生对的耻辱感的影响.
- 评估E-PBL课程对医学学生关于的知识的影响.
主要方法:
- 医学四年级学生参加了为期5天的E-PBL课程.
- 在节目前后使用日本版本的公众对的态度 (PATE-J) 尺度来衡量耻辱感.
- 通过干预前和干预后的结构化问卷来评估的知识.
主要成果:
- 该E-PBL计划导致PATE-J得分显著下降,表明的耻辱感减少 (p=0.013).
- 参与者在E-PBL计划后显著提高了对的了解 (p < 0.001).
- 这项研究包括了112名学生.
结论:
- 与有关的基于问题的学习 (E-PBL) 有效地减少了与相关的耻辱感.
- E-PBL方法提高了医学学生对的理解和知识.
- E-PBL为医学院的培训提供了一个有价值的教育模式.
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