在医学院课堂上有效和引人入胜的积极学习:从基于案例的协作学习中吸取教训
Henrike C Besche1, Randall W King2, Keri M Shafer3
1Health Sciences and Technology, Institute for Medical Engineering and Science, Massachusetts Institute of Technology, Cambridge, Massachusetts, United States.
Journal of medical education and curricular development
|January 29, 2025
概括
这项研究为设计和促进医学教育中有效的协作学习课程提供了指导. 它为教师提供了一个概念模型,以提高教学设计,并通过基于案例的协作学习 (CBCL) 支持学生的专业成长.
科学领域:
- 医学教育 医学教育
- 教学教育学 在教学上
- 协作式学习是一种协作式学习.
背景情况:
- 大型团体协作教学在本科医学教育中越来越多地被采用.
- 基于案例的协作学习 (CBCL) 于2015年在哈佛医学院实施,并被其他机构采用.
- CBCL促进诱导推理,整合科学,培养好奇心和团队合作.
研究的目的:
- 为教师提供关于设计和促进有效协作学习会议的指导.
- 提供创建引人入胜的教学材料的策略,并支持学生的专业转型.
- 提出一个概念模型,用于在医学教育中实施CBCL原则.
主要方法:
- 关于协作学习理论和实践的文献综述.
- 综合了十年的CBCL教学经验.
- 将建议组织到教学设计,便利化和专业转型领域.
主要成果:
- 开发了一个有效的协作学习课程的概念模型.
- 确定了教学设计和促进的关键策略.
- 强调在合作框架内支持学生的专业转型的重要性.
结论:
- 有效的协作学习需要深思熟虑的教学设计和熟练的促进.
- CBCL为医学教育提供了一种有价值的教学方法.
- 教师从结构化的指导中受益,以实施和优化协作学习策略.
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