基于团队的学习 (TBL) 在健康专业教育:对其概念要素和结果的系统审查
Linda Roossien1, Lisa-Maria van Klaveren1, Rien de Vos2
1Amsterdam UMC, Faculty of Medicine, Teaching and Learning Centre, Amsterdam Public Health, University of Amsterdam, Amsterdam, The Netherlands.
Medical teacher
|May 28, 2025
概括
在健康专业教育中,以团队为基础的学习 (TBL) 主要显示了学生体验和学业表现的好处. 然而,对更高层次技能和其他TBL元素的研究仍然有限,需要进一步调查.
科学领域:
- 健康 专业 教育 卫生 专业 教育
- 教育研究教育研究
- 教学教育学 在教学上
背景情况:
- 基于团队的学习 (TBL) 在健康专业教育 (HPE) 中越来越多地用于更深入的学习和技能发展.
- 最近积累的TBL研究需要对研究的元素和结果进行全面的概述.
研究的目的:
- 系统地审查和概述迈凯尔森的TBL概念模型的研究元素.
- 在HPE中确定与TBL相关的结果.
- 引导未来的TBL研究和实践.
主要方法:
- 在遵守PRISMA指南的基础上进行系统审查.
- 在PubMed,Medline,Embase,ERIC和PsychInfo搜索了HPE的TBL研究 (2016年6月至2023年6月).
- 使用迈凯尔森的TBL模型和柯克帕特里克的新世界模型编码研究;用JBI检查清单评估质量.
主要成果:
- 179项研究符合纳入标准;只有8项 (4.47%) 专注于在线TBL.
- 大多数研究 (95.53%) 调查了学习成果 (元素G),显示了对学生体验和学业绩的积极影响.
- 高级结局和TBL元素A-F很少被研究.
结论:
- 目前的TBL研究主要侧重于学习成果,特别是较低水平的学习成果.
- 在调查其他TBL元素和更高层次的学习成果方面存在重大差距.
- 需要进行更全面的研究,才能充分了解TBL在HPE中的潜力.
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