医学学生在一个多元文化医学院的基于案例的学习 (CBL) 的经验
Catherine Bruen1, Jan Illing2, Ronan Daly3
1Health Professions Education Centre, RCSI University of Medicine and Health Sciences, Dublin, Ireland. catherinebruen@rcsi.ie.
BMC medical education
|January 30, 2025
概括
基于案例的学习 (CBL) 通过促进同行互动和心理安全,有效地支持多元文化医学大学的积极学习. 关键特征包括促进者意识和真实患者病例,以提高学生的参与度和留守率.
科学领域:
- 医学教育 医学教育
- 教学教育学 在教学上
背景情况:
- 积极学习策略可以提高知识保留和解决问题的技能.
- 大学学生面临的挑战是适应积极学习,影响学术成功.
- 基于案例的学习 (CBL) 为多元文化学习者提供了一个支架式的方法.
研究的目的:
- 探索基于案例的学习 (CBL) 支持主动学习的特点.
- 确定增强学生参与多元文化学术环境的战略.
主要方法:
- 数据是通过36名多元文化学生的结构化小组反会议 (SGFS) 收集的.
- 以经验为基础的学习模型作为概念框架.
- 用于数据分析的框架分析方法.
主要成果:
- CBL促进了多元文化医学大学的积极学习和参与.
- 确定了六个关键的学习点:同行接触,心理安全,先前学习,促进者角色,管理不确定性和案例真实性.
- 学生通过同行互动建立了联系,并对以前的学习感到更有信心.
结论:
- 基于案例的学习 (CBL) 成功支持多元文化医学教育中的积极学习.
- 确定学习点可以指导教育工作者有效实施CBL.
- CBL增强了学生的参与度和适应大学学习环境.
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