基于项目的学习在教学健康公平:一个定性研究
Natalia Puspadewi1, Elisabeth Rukmini2, Gisella Anastasia1
1Medical Education Unit, School of Medicine and Health Sciences, Atma Jaya Catholic University of Indonesia, Jakarta, Indonesia.
Korean journal of medical education
|June 5, 2025
概括
基于项目的学习 (PBL) 增强了医学学生对健康公平的理解. 这种方法促进了积极的,协作式的学习体验,改善了对复杂的健康差异的参与.
科学领域:
- 医学教育 医学教育
- 卫生公平研究 卫生公平研究
- 医疗保健中的教育学
背景情况:
- 医学教育中的传统讲座格式不足以深入参与健康公平.
- 需要创新的教学方法来提高学生对健康公平原则的理解和应用.
- 基于项目的学习 (PBL) 为增强医学学生的学习体验提供了一个潜在的解决方案.
研究的目的:
- 检查基于项目学习 (PBL) 方法对医学学生在健康公平方面的学习经验的影响.
- 评估PBL如何影响学生对健康不平等的理解以及他们解决不平等问题的角色.
主要方法:
- 定性现象学研究利用健康公平的选修课程.
- 学生参与小组项目,解决社区健康不平等问题.
- 通过反思性写作收集的数据,并使用演性主题分析进行分析.
主要成果:
- 关键的学习体验包括积极的,角色模拟的,协作性的,全面的和情感性的学习.
- 学生们对健康不平等和医生角色有了更好的理解,特别是在印度尼西亚.
- 该课程对学生对健康公平的看法和信仰产生了积极的影响.
结论:
- 基于项目的学习 (PBL) 有效地提高了学生理解和解决健康不平等问题的能力.
- 在医学教育中,PBL促进了更深入的参与和更全面的学习体验.
- 这种教学方法对于培养未来医生对健康公平的承诺是有价值的.
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