通过制作学习 - - 学生为医学教育制作的模型和创意项目:系统性审查与定性综合
Tan Yong Yi1, Panwar Shreyans2, Ranganath Vallabhajosyula3
1Department of Anatomy, Clinical Sciences Building, Lee Kong Chian School of Medicine, Nanyang Technological University, Singapore, 308323, Singapore.
创意项目通过促进协作和深度学习来增强医学教育. 这种方法提高了学生的参与度和知识保留率,尽管存在诸如高任务需求等挑战.
科学领域:
- 医学教育 医学教育
- 教育心理学教育心理学
背景情况:
- 在医学教育中,以学生为中心的学习和创意项目为基础的学习越来越多地被采用.
- 创意项目提供了一种新的方法来补充传统的临床前主题教学.
研究的目的:
- 系统地审查基于创意项目的学习对医学学生的元认知和知识获取的影响.
- 描述医疗培训中创造性干预措施的有效性.
主要方法:
- 在多个数据库 (MEDLINE,Embase,PubMed等) 中进行了全面的系统搜索. 从1995年开始到2023年.
- 包括使用定量,定性或混合方法设计的研究.
- 进行了数据提取和叙事合成,并进行了内容分析以生成主题和使用混合方法评估工具进行质量评估.
主要成果:
- 十七项研究 (2010-2022) 使用创意项目 (例如,模型,图纸) 进行临床前科目.
- 关键主题包括增强学习,协作学习,深度学习和学生/教师参与.
- 创意项目改善了互动性,概念忠实性和知识保留,这是通过跨学科方法促进的.
结论:
- 创意项目支持通过自主学习,认知负载管理和元认知来进行协作和深度学习.
- 教师指导和同行协作是关键的促进者.
- 尽管面临挑战 (任务要求,身份不匹配),但干预措施得到了很好的接待,值得进一步整合课程.
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