通过基于问题的学习 (PBL) 和协作行动研究策略,加强尼泊尔的医学教育
Alok Atreya1, Laxman Gnawali2, Ritesh G Menezes3
1Department of Forensic Medicine, Lumbini Medical College, Palpa, 32500, Nepal. alokraj67@hotmail.com.
在医学教育中实施基于问题的学习 (PBL) 需要解决团队合作的挑战. 改善资源和结构化角色等干预措施显著提高了学生的协作和PBL的有效性.
科学领域:
- 医学教育 医学教育
- 协作式学习是一种协作式学习.
背景情况:
- 团队合作对于基于问题的学习 (PBL) 是至关重要的,但在尼泊尔医学院面临实施障碍.
- 这项研究调查了影响尼泊尔卢宾尼医学院PBL团队工作的因素.
研究的目的:
- 为了确定影响学生团队合作的挑战在PBL课程期间.
- 开发和评估旨在加强PBL合作的干预措施.
主要方法:
- 使用在线开放式调查问卷与一年级和二年级医学学生进行定性行动研究.
- 干预措施包括改善互联网,资源可用性,结构化演示 (PechaKucha) 和定义的角色.
- 通过第一年学生的反来评估干预的有效性.
主要成果:
- 确定了关键挑战:沟通障碍,不平等的参与和不同的准备水平.
- 一年级学生报告说,干预措施成功改善了团队动态,参与和资源使用.
结论:
- 有效的PBL需要基础设施支持 (互联网,资源) 和教学结构 (定义的角色,参与框架).
- 研究结果提供了在资源有限的医学教育环境中增强PBL的实用策略.
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