临床数据的转换和阐述,以理解学生的临床推理:一个范围审查
Marie-France Deschênes1,2, Nicolas Fernandez3, Kathleen Lechasseur4
1Faculté des sciences infirmières, Université de Montréal, Succ. Centre-Ville, Montréal, C. P. 6128, H3C 3J7, Canada. marie-france.deschenes@umontreal.ca.
BMC medical education
|January 12, 2025
概括
有效的教育策略通过改善学生如何转换和阐述临床数据来增强临床推理. 整合多样化的方法比单一的,病例性的医疗教育方法产生更好的结果.
科学领域:
- 医学教育 医学教育
- 健康 专业 教育 卫生 专业 教育
- 临床推理 临床推理
背景情况:
- 有效的教育策略对于在医学教育中转化和阐述临床数据至关重要.
- 在临床推理中评估认知操作至关重要,特别是在人工智能集成方面.
- 范围审查对策略,学习任务和临床数据转换评估方法的文献进行了映射.
研究的目的:
- 对临床数据转换和表达的教育策略的现有文献进行映射.
- 确定学生在使用这些策略时所从事的学习任务.
- 审查用于评估临床数据转换和表达能力的方法.
主要方法:
- 根据乔安娜·布里格斯研究所的方法进行了范围审查.
- 搜索了五个数据库 (CINAHL,MEDLINE,EMBASE,PsycINFO,科学网),ProQuest论文和论文,以及谷歌学者.
- 数据通过描述性统计学进行了叙述性合成.
主要成果:
- 包括38篇文章,主要来自北美和欧洲,专注于医学学生.
- 常见的策略包括基于案例的场景 (52%) 和患者接触 (24%).
- 学习任务包括识别发现,翻译信息,综合案例和总结. 与单一方法相比,综合策略显示出积极的结果.
结论:
- 目标,战略和评估工具的异质性限制了最终的结论.
- 洞察力可以指导教育工作者开发有效的临床推理教学方法.
- 需要进一步的研究来评估特定教育策略对临床数据转化和表达技能的影响.
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