弥合基于问题的学习的差距:在医学和外科 (MBBS) 学士课程中基于证据的干预
Himayat Ullah1, Sarwat Huma2, Lubna Naeem3
1Department of Medicine, College of Medicine at Shaqra, Shaqra University, Shaqra, Saudi Arabia.
BMC medical education
|March 21, 2025
概括
这项研究通过识别和解决差距,增强了医学教育中的基于问题的学习 (PBL). 干预措施显著改善了PBL质量和学生成果,证明了以学生为中心的方法中有针对性的改进的有效性.
科学领域:
- 医学教育 医学教育
- 课程开发 课程开发
- 以学生为中心的学习
背景情况:
- 基于问题的学习 (PBL) 是一个以学生为中心的医学教育策略.
- 在PBL实施中的差距可能会阻碍其有效性.
- 这项研究解决了机构PBL中发现的缺陷.
研究的目的:
- 识别和解决当前基于问题的学习 (PBL) 战略中的差距.
- 实施有针对性的干预措施,以改善PBL的设计和交付.
- 评估这些干预措施对PBL质量和学生成绩的影响.
主要方法:
- 在MBBS课程中进行的一项干预性研究.
- 阶段性方法:差距识别,干预和评估.
- 教师/学生培训,质量评估问卷 (QAQ),PBL重新设计的3C3R模型,以及QAQ/形成性评估得分的分析.
主要成果:
- 感知到的PBL质量提高了48.1% (QAQ分数从2.7上升到4.0).
- 在PBL后形成性评估得分显著改善 (科恩d = -0.54).
- 增加学生和教师对PBL的满意度.
结论:
- 针对性干预对于优化基于问题的学习 (PBL) 是至关重要的.
- 解决发现的差距可以提高PBL的有效性,并实现所需的教育成果.
- 这项研究为改善医学教育中的PBL策略提供了一个模型.
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