在第一年实施以团队为基础的学习,物理治疗博士临床医学课程
Jeff Hartman1,2, Evan O Nelson1,2
1Jeff Hartman is an assistant professor in the Doctor of Physical Therapy Program, Department of Family Medicine and Community Health at the University of Wisconsin School of Medicine and Public Health, 5110 Medical Sciences Center, 1300 University Ave. Madison, WI 53706 (jahartman@wisc.edu). Please address all correspondence to Jeff Hartman.
物理治疗教育中的团队学习 (TBL) 与讲座相比,维持了考试成绩和临床表现. 虽然TBL导致课程成绩略高,但差异在临床上并不显著,这表明其在临床决策课程中的价值.
科学领域:
- 医学教育 医学教育
- 物理疗法物理治疗
- 积极学习策略 积极学习策略
背景情况:
- 基于团队的学习 (TBL) 是一种积极的学习策略,在美国物理治疗博士 (DPT) 计划中报告有限.
- 在DPT教育中实施TBL可以为学生提供一个安全的环境,以应对临床实践的复杂性.
研究的目的:
- 在第一年DPT临床决策课程中报告TBL的实施情况.
- 为了比较TBL和传统的基于讲座的教学模式之间的学习成果.
主要方法:
- 一个准实验性设计,比较通过讲座授课的三个队列 (n=117) 与通过TBL授课的三个队列 (n=118).
- 测量结果包括考试成绩,课程总成绩和临床绩效仪器标准.
主要成果:
- 在TBL和基于讲座的组之间,考试成绩没有显著差异 (89.61%和88.50%).
- 虽然差异很小 (0.73%),但TBL组在统计学上获得了更高的综合课程成绩 (p=.04).
- 临床性能仪器分数在两种教学方法中都是相似的.
结论:
- 基于团队的学习是DPT课程中可行的教育模式,保持可比的学术和临床表现.
- 在DPT课程中早期实施TBL可以促进有效的学习环境,将内容知识与临床应用相结合.
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