医疗保健教育中的团体学习合同:系统性审查
Minh Chau1, Clare L Singh1, Tricia Bowman2
1School of Dentistry and Medical Sciences, Charles Sturt University Wagga, Wagga, NSW 2678, Australia.
Journal of medical imaging and radiation sciences
|January 16, 2025
概括
医疗保健教育中的集体学习合同通过设定明确的期望来改善团队合作,减少学生的焦虑. 这些结构化协议加强了团队工作环境中的协作和问责制.
科学领域:
- 医疗保健教育 医疗保健教育
- 医疗培训 医学培训
- 协作式学习是一种协作式学习.
背景情况:
- 团队工作对于在医疗保健教育中发展协作,沟通和团队合作技能至关重要.
- 学生在小组活动中经常遇到工作负载分配不平等,冲突和焦虑等挑战.
- 集体学习合同旨在通过建立明确的期望,问责制和有效的合作来增强群体动态.
研究的目的:
- 系统地审查小组学习合同对医疗保健教育中的学生体验的影响.
- 评估组学习合同如何影响协作,工作负载分配和学生焦虑.
主要方法:
- 在六个数据库 (Medline,ProQuest,SCOPUS) 进行了系统的文献搜索,从创立到2023年.
- 关键词包括小组工作,医疗保健教育和学习合同.
- 数据提取和质量评估遵循PRISMA指南,混合方法评估工具 (MMAT) 用于偏差评估.
主要成果:
- 所有四项包括的研究都报告了与集体学习合同相关的积极结果.
- 关键的改进包括更好的工作负载分配,增强的沟通,减少焦虑和更强大的协作.
- 虽然有效,但一些学生认为合同是额外的文书工作,并注意到小样本大小等方法限制.
结论:
- 集体学习合同有效地减轻了常见的小组工作挑战,并改善了学生在医疗保健教育中的学习体验.
- 结构化协议促进问责制,减少压力,与现有研究保持一致.
- 建议对更大,更多样化的样本进行进一步的研究,以确认发现并优化实施.
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