基于模拟的教学与传统的小组教学对于第一年医学学生在呼吸系统生理学中高低得分的人,印度:一个随机对照试验
Nalini Yelahanka Channegowda1, Dinker Ramanand Pai2, Shivasakthy Manivasakan3
1Institute of Health Professions Education, Sri Balaji Vidyapeeth (Deemed to be University) and Sri Manakula Vinayagar Medical College and Hospital, Puducherry, India.
Journal of educational evaluation for health professions
|April 21, 2025
概括
与传统教学相比,基于模拟的教育 (SBE) 在第一年医学学生中显著提高了基础科学知识. 这种方法特别有利于得分较低的学生,提高了他们对生理学的理解.
科学领域:
- 医学教育 医学教育
- 生理学教育教育 物理学教育
背景情况:
- 基于模拟的教育 (SBE) 在向临床前医学学生教授基础科学概念方面未得到充分利用.
- SBE对于心血管和呼吸系统生理学特别有效,因为它很容易模拟正常和改变的状态.
研究的目的:
- 评估与传统小组教学相比,SBE在第一阶段医学学生中对基础科学概念的有效性.
- 评估SBE对临床前医学教育中的知识获取和保留的影响.
主要方法:
- 一项涉及107名一年级医学学生的随机区块化研究.
- A组接受了SBE,而B组接受了传统的小组教学.
- 使用前测试和后测试来衡量有效性,并通过调查和采访补充学生反.
主要成果:
- 与对照组相比,SBE组在测试后的得分上表现出了统计学上显著的改善.
- 在SBE组的得分较低的学生中,知识增长更为明显.
- 在这两组中,得分高的学生都有所改善,但干预组的得分较低的学生的得分更大.
结论:
- 在医学教育中,SBE是传统教学方法的宝贵补充.
- 这一策略在医学培训的早期促进了对生理学概念的更深入的理解.
- SBE提高了学习成果,特别是对于那些可能与传统方法扎的学生来说.
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