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Shairah Radzi1, Joo Seng Tan2, Preman Rajalingam3

  • 1Lee Kong Chian School of Medicine, Nanyang Technological University Singapore, 11 Mandalay road, Singapore, 308232, Singapore, 65 65923114.

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本研究介绍了在线协作创造力学习框架 (FLOCC),这是一个新的教学方法,旨在增强医学学生的创造力和解决问题的技能. 在未来的医疗保健专业人员中,FLOCC在培养协作创造力方面表现有前途.

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协作创造力 协作创造力协作学习是一种协作式的学习.设计思维 设计思维医学教育 医学教育社会文化学习学习社会文化学习

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科学领域:

  • 医学教育 医学教育
  • 认知科学 认知科学
  • 工程教育 工程教育教育

背景情况:

  • 医学学生经常表现出有限的创造力,因为传统的教学方法专注于知识的获取.
  • 医疗保健日益复杂,需要医疗专业人员创新解决方案和增强创造性解决问题的技能.
  • 培养协作创造力 (CC) 对于培养医学生团队合作和跨学科学习等基本技能至关重要.

研究的目的:

  • 开发,测试和评估一个新的学习在线协作创造力的框架 (FLOCC).
  • 评估FLOCC在提高医学学生的创造性和协作能力方面的可接受性和有效性.

主要方法:

  • 通过异步和同步活动,FLOCC将设计思维与基于团队的学习 (TBL) 和基于问题的学习 (PBL) 整合在一起.
  • 一项横截面研究涉及85名本科医学学生在两个单独的研究中,解决医疗保健和工程可持续性挑战.
  • 通过31项调查和对自由文本评论的专题分析来衡量学习者接受度.

主要成果:

  • 学生们报告了FLOCC的积极经验,特别是关于分布式创造力 (92%) 和协同的社会协作 (88%).
  • 时间调节和成就 (80%) 和自我和情绪 (70%) 的接受度得分也很好.
  • 主题分析确定了包括学习经验,协作责任,技能发展和技术挑战在内的关键主题.

结论:

  • FLOCC展示了作为培养医学学生协作创造力的框架的潜力,这取决于有效的时间管理.
  • 医疗机构应将以创造力为重点的方法纳入课程,以促进创新,并为未来的医生准备应对复杂的医疗保健挑战.
  • 鼓励创造力文化可以导致患者护理和医疗保健系统改进的突破性解决方案.