课程创新:将基于案例的学习与研讨会和期刊俱乐部相结合,以提高居住计划中的批判性思维技能
Sulena Sulena1,2, Anil Kapoor3, Ashwin Kulkarni4
1Division of Neurology, Guru Gobind Singh Medical College and Hospital, Faridkot, Punjab, India.
Neurology. Education
|April 11, 2025
概括
一个基于案例的综合学习 (I-CBL) 课程显著改善了内科医生在神经学评估中的批判性思维和知识保留能力. 这种方法提高了临床推理和满意度,尽管存在一些实施挑战.
科学领域:
- 医学教育 医学教育
- 神经学 神经学
- 内部医学 内部医学
背景情况:
- 传统的研究生医学教育往往缺乏结构化的方法来发展复杂的神经病例所必需的批判性思维和临床推理技能.
- 有效管理神经疾病需要强大的批判性思维和临床推理能力.
- 目前的教育框架可能没有充分准备住户进行先进的神经病患者评估.
研究的目的:
- 开发一个基于案例的综合学习 (I-CBL) 课程,旨在在神经病患者评估期间提高研究生内科住院医生的批判性思维能力.
- 从教职员工的角度评估I-CBL课程的有效性.
- 评估和提高居民对实施的I-CBL课程的接受度和满意度.
主要方法:
- 进行了一项前性混合方法研究,采用前测试后测试设计,涉及印度一家三级医院的内科住院医生和教师.
- I-CBL课程包括系统规划的研讨会,期刊演讲,以及根据研究生年级量身定制的深入案例演讲.
- 评估包括前/后测试,利克特尺度调查,整体批判性思维评分表和概念图评估,以衡量知识,批判性思维和满意度.
主要成果:
- 住院人员从预测到后测试表现出显著的知识增长,在6个月内保持持续 (p < 0.05).
- 批判性思维技能在研讨会 (75%),案例演示 (40%) 和概念映射 (40%) 中显著改善.
- 报告的满意度很高:96%的住院医生和92%的教师经历了积极的结果,欣赏了增强的参与和临床推理.
结论:
- I-CBL课程有效地将理论知识与临床实践相结合,改善了居民的批判性思维,诊断技能和神经病学中的团队合作.
- 虽然满意度很高,但发现了时间限制和教师工作量等挑战,这表明了课程改进的领域.
- 通过培养批判性思维和临床能力,I-CBL具有巨大的潜力,可以通过培养批判性思维和临床能力来改变研究生神经学教育,最终产生更有效的从业者.
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