在"第一个病人"中发现的病理可能是自主学习的无声老师
Mary Leupold1, Daniel Topping2, R John Cork3
1Department of Structural and Cellular Biology, School of Medicine, Tulane University, New Orleans, Louisiana, USA.
概括
这项研究引入了一种新的形成性反仪器 (FFI),用于医学学生使用尸体病理学. 这种方法有效地提供了个性化的反,支持粗体解剖学的自主学习.
科学领域:
- 医学教育 医学教育
- 总体解剖学 总体解剖学
- 病理学 病理学 病理学
背景情况:
- 尸体病理学被用于医学学生的教学.
- 自主导向学习 (SDL) 活动在提供认证的形成性反方面面临挑战.
- 综合病理学和粗体解剖学对于全面的医学培训至关重要.
研究的目的:
- 介绍一个新的形成性反仪器 (FFI) 用于粗体解剖中的SDL活动.
- 评估使用尸体病理学用于学生自我评估和反的可行性.
- 为了减轻教师的时间负担,为大量的学生队伍提供个性化的反.
主要方法:
- 三位临床专家评价了第一年医学学生解剖的病理发现.
- 医学学生也对这些发现进行了评分,生成了比较分数.
- 计算了评分之间的可靠性 (IRR) 和学生对专家评级的同意.
主要成果:
- 在专家小组中,获得了足够的评价者间可靠性 (IRR = 0.85).
- 学生与专家小组的一致意见约为57%.
- 在FFI分数和学生在粗体解剖学方面的表现之间没有发现显著的相关性.
结论:
- 开发的FFI有效地利用尸体病理学在粗体解剖学中的形成性反.
- 这种方法支持自我指导的学习,同时优化教师的时间.
- 该仪器整合了病理学和粗体解剖学,提供了一个实用的反解决方案.
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