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在跨专业医疗保健教育的全球学生合作期间,通过同行评估评估群体动态:跨33所大学的纵向研究
Mandeep Gill Sagoo1, Pak Yin Lam1, Tanvi Sharma2
1Faculty of Life Sciences and Medicine, King's College London, London, UK.
全球医疗保健教育增强了专业间的合作. 较大的学生组 (6名学生) 与较小的学生组 (4名学生) 相比,随着时间的推移显示出更好的凝聚力和平等的贡献.
科学领域:
- 全球卫生教育全球卫生教育
- 专业间合作 专业间合作
- 虚拟学习环境 虚拟学习环境
背景情况:
- 全球化需要在医疗保健领域的国际专业间合作.
- 在线平台为多元化的医疗保健学生提供全球交流计划.
- 了解虚拟环境中的群体动态对于有效的协作至关重要.
研究的目的:
- 在全球在线跨专业合作计划中评估小组动态.
- 确定集团凝聚力与个人贡献水平之间的关系.
- 评估不同规模的群体随着时间的推移,凝聚力和贡献的变化.
主要方法:
- 在国际合作和交流计划中对两个学生队伍 (2021-2023) 的纵向研究.
- 使用了个人对贡献的同行评估方法,来自126个小组的423个响应.
- 通过数值评分和定性反来评估协作质量和有效性.
主要成果:
- 群体凝聚力和贡献差异之间存在显著的负相关性 (r = -0.71,p < 0.001).
- 较大的组 (6名学生) 与较小的组 (4名学生) 相比,随着时间的推移,表现出更好的凝聚力和贡献平等.
- 同行评价被验证为评估虚拟全球协作动态的工具.
结论:
- 减少群体凝聚力与虚拟团队中不平等的个人贡献有关.
- 更大的虚拟群体可能会促进更好的协作和更公平的参与.
- 研究结果提供了提高全球健康教育的专业间实践的策略.
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