评估研究生医学教育中基于问题的学习成果:系统审查和元分析
Emma A Mensour1,2, Carolyn Tran1, Toni Li3
1Schulich School of Medicine & Dentistry, Western University, Ontario, Canada.
Canadian medical education journal
|March 26, 2025
概括
研究生医学教育 (PGME) 的基于问题的学习 (PBL) 与传统教学相比,测试结果没有显著差异. 然而,PBL提高了学员的满意度和行为变化,支持其在医学课程中的使用.
科学领域:
- 医学教育 医学教育
- 健康 职业 教育 教育 专业
- 课程开发 课程开发
背景情况:
- 医学教育工作者越来越多地使用主动学习策略,如基于问题的学习 (PBL).
- 现有的关于PBL在研究生医学教育 (PGME) 的有效性数据是混合的.
- 需要对PGME中的PBL结果进行综合分析,以指导其实施.
研究的目的:
- 系统地审查和对PGME中PBL的学习成果进行元分析.
- 评估PBL对PGME内部各种柯克帕特里克结果的影响.
主要方法:
- 在多个数据库 (MEDLINE,Embase,PsycINFO等) 中进行系统搜索. 从1950年开始到2022年.
- 包括21项报告Kirkpatrick结果的原始研究在各种PGME计划中.
- 使用随机效应模型对定量数据的元分析.
主要成果:
- 在PBL和常规教学之间,在测试前和测试后的结果中没有显著差异 (整体平均差异=0.13%).
- 在PBL之后观察到实习者满意度水平的改善.
- 在PBL实施后,人们注意到了自我报告的积极行为结果.
结论:
- 在PGME中,PBL的学习成果与传统方法相美.
- 在提高学员满意度和行为改变方面,PBL提供了明显的优势.
- 建议将PBL纳入PGME课程,以利用这些好处.
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