在外科手术学习风格的演变比较住院医生和教师:跨部门研究
Gabriela Gouvea Silva1, Carlos Dario da Silva Costa1, Bruno Cardoso Gonçalves1
1Center for Studies and Development of Health Education, Faculdade de Medicina de São José do Rio Preto, Avenida Brigadeiro Faria Lima, 5416, São José do Rio Preto, 15090000, Brazil, 55 17982022252.
JMIR medical education
|May 9, 2025
概括
巴西的整体外科住院医生和教授的学习风格分布与之前报告的不同,学习者更加分歧和适应. 了解这些学习风格是有效的外科教育的关键.
科学领域:
- 医学教育 医学教育
- 进行外科手术培训.
- 学习心理学学习心理学
背景情况:
- 学习风格与医疗职业选择和住院计划模式有关.
- 通过将教学策略与居民学习风格相协调,可以增强有效的外科培训.
研究的目的:
- 为了确定巴西一家教学医院的整体外科住院生和教授的学习风格.
- 将这些发现与有关外科住院医生的学习风格的现有文献进行比较.
主要方法:
- 这是一项涉及巴西一所公立大学医院34名全科医生和30名教授的横截面研究.
- 利用大卫·科尔布的学习风格库存,将参与者分为适应,分离,同化或融合的学习风格.
- 分析了与学习风格的社会人口统计数据,使用费舍尔测试和克莱默V测量效果大小.
主要成果:
- 学生和教授之间学习风格的分布是相似的:43.75%分离,42.18%适应,10.93%同化和3.12%融合.
- 在性别和学习风格 (P=.049) 和教授的年龄和学习风格 (P=.029) 之间发现了显著的关系.
- 观察到强 (0.46) 和非常强 (0.506) 的效应大小.
结论:
- 在这个巴西队列中,学习风格的普遍性与先前的研究不同,这表明潜在的转向不同和适应学习者的转变.
- 了解不同的学习风格对于优化外科住院培训计划至关重要.
- 建议对更大,更多样化的群体进行进一步的研究,以验证这些发现并探索有助于因素.
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