医生助理/助理教育中的基于团队的学习:混合范围审查
Kirby Cranford1,2,3,4, Annette Rauch1,2,3,4, Rozalynd McConnaughy1,2,3,4
1Kirby Cranford, DMSc, PA-C, is an admissions director and clinical assistant professor, Physician Assistant Program, University of South Carolina School of Medicine, Columbia, South Carolina. She is also a hospitalist physician assistant at Prisma Health, Columbia, South Carolina.
基于团队的学习 (TBL) 在医生助理 (PA) 教育中显示出希望,可能会提高成绩和信心. 然而,由于目前的数据有限,需要更多的研究来确认其有效性.
科学领域:
- 医学教育 医学教育
- 积极学习策略 积极学习策略
- 医生助理计划 医生助理计划
背景情况:
- 基于团队的学习 (TBL) 是一种活跃的学习方法,在21世纪初在医学教育中引入.
- 在医生助理 (PA) 教育中,TBL的有效性仍然在很大程度上未被证明.
- 这项研究旨在回顾PA教育中关于TBL的现有文献,并突出未来研究的领域.
研究的目的:
- 对医生助理 (PA) 教育中基于团队学习 (TBL) 的现有文献进行范围审查.
- 确定和综合有关TBL对PA学生的影响的当前发现.
- 为了强调进一步调查TBL在PA计划中的有效性的必要性.
主要方法:
- 采用了混合范围审查方法.
- 在CINAHL Complete,Embase,ERIC和PubMed数据库中进行了搜索.
- 在选49篇已识别的文章后,包含了6项研究,包括4篇原创文章和2篇会议摘要.
主要成果:
- 现有数据表明,TBL在PA教育环境中通常是有益的.
- 研究报告了TBL课程成绩,考试成绩和学生信心的积极结果.
- 对结果的解释需要谨慎,因为研究数量有限,结果指标多样化.
结论:
- 基于团队的学习 (TBL) 证明了医生助理 (PA) 教育的潜在好处.
- 进一步的研究对于验证TBL在各种PA计划中的有效性至关重要.
- 如果证明有效,TBL可以提高考试成绩,课程成绩,知识保留和学生信心.
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