在研究生教育中混合基于问题的学习:东部过敏会议和PBL研究所的经验
Alexandra E Conway1, Navya Kartha2, Marcus S Shaker3
1From the Geisel School of Medicine at Dartmouth, Hanover, New Hampshire.
Allergy and asthma proceedings
|February 25, 2025
概括
基于问题的学习 (PBL) 通过培养批判性思维和医生行为改变来增强持续医学教育 (CME). 将PBL与传统的教学讲座 (TDL) 结合起来,可以提高知识的保留和患者的护理.
科学领域:
- 医学教育 医学教育
- 成人学习理论 成人学习理论
背景情况:
- 基于问题的学习 (PBL) 在本科医学教育中是有效的,但在研究生继续医学教育 (CME) 中未得到充分利用.
- 传统的教学讲座 (TDL) 单独在CME中可能无法充分评估自我效能,教育需求或共享决策 (SDM).
研究的目的:
- 审查在研究生CME中实施PBL的好处和挑战.
- 倡导交互式学习模式,如混合PBL,而不是被动的TDL.
主要方法:
- 对CME中PBL和TDL现有文献的审查.
- 分析PBL对批判性思维,临床推理和医生行为的影响.
主要成果:
- PBL案例讨论增强了以参与者为中心的学习,批判性思维和临床推理.
- 混合PBL与TDL提供了特定环境的学习,改善了知识的保留,并促进了对临床指南的遵守.
- PBL促进有效的SDM,并导致更高价值的患者护理.
结论:
- 特别是与TDL混合的PBL,与单独的TDL相比,为研究生CME提供了优越的交互模式.
- 解决后勤和培训挑战对于在研究生医学培训中更广泛地采用PBL至关重要.
- 建议向交互式PBL模型转变,以优化医生行为变化和患者的结果.
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