在医学教育中比较研讨会案例学习和基于讲座的学习模式:随机对照试验的元分析
Jicheng Lou1,2, Feng Guo3
1Department of Gynecology and Obstetrics, The Central Hospital of Wuhan, Tongji Medical College, Huazhong University of Science and Technology, Wuhan, 430014, China.
BMC medical education
|April 1, 2025
概括
与基于讲座的学习 (LBL) 相比,研讨会案例学习 (SCL) 模式显著提高了医学学生的知识,技能和满意度. SCL改善了临床思维,桥梁理论和实践,尽管工作量有所增加.
科学领域:
- 医学教育 医学教育
- 教学教育学 在教学上
- 健康 专业 教育 卫生 专业 教育
背景情况:
- 研讨会案例学习 (SCL) 模式是一种互动的,以案例为导向的教学方法.
- 传统的以讲座为基础的学习 (LBL) 是医学教育中常见的一种教学方法.
研究的目的:
- 为了比较SCL模型与LBL模型在医学教育成果方面的有效性.
- 评估SCL对学生理论知识,病例分析和临床技能的影响.
主要方法:
- 在七个数据库中进行了系统的文献搜索,截至2024年6月.
- 包括的研究是随机对照试验 (RCT),比较SCL和LBL.
- 对16项涉及956名学生的RCT进行了元分析,使用RevMan 5.4.4进行了分析.
主要成果:
- 在SCL模型显著改善理论知识 (MD 5.21),案例分析 (MD 4.12),和技能得分 (MD 5.37).
- SCL增强了学习兴趣,自我学习能力和临床思维.
- 学生报告说,尽管负担感更大,但对SCL的满意度更高.
结论:
- 与LBL相比,SCL模型在医学教育中表现出优异的结果.
- SCL有效地促进了临床思维,并将理论知识与实际应用相结合.
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