在COVID-19疫苗犹对话的电子学习中使用叙述的力量:医学教育中的混合方法研究
Aayushi Gupta1, Anita Berlin1, Graham Easton1
1Institute of Health Sciences Education, Faculty of Medicine and Dentistry, Queen Mary University of London, London, England, UK.
MedEdPublish (2016)
|June 16, 2025
概括
这项研究强调了医学学生基于叙事的电子学习的有效性,提高了讨论COVID-19疫苗犹的信心. 基于角色的故事通过参与和情感联系来增强在线学习.
科学领域:
- 医学教育 医学教育
- 数字学习数字学习
- 疫苗犹 沟通 疫苗犹 沟通
背景情况:
- 开发了一个电子学习资源,以帮助医学学生与COVID-19疫苗犹患者交谈.
- 利用叙事学习理论,在活动和角色扮演中使用虚构人物和故事.
- 与学生,同事和当地社区共同开发了资源和角色.
研究的目的:
- 评估医学生基于叙事的电子学习资源的有效性.
- 评估学生对解决疫苗犹问题的信心的改善.
- 探索学生对在线学习中叙事元素的看法.
主要方法:
- 在资源评估中采用混合方法方法.
- 进行模块前后调查,以测量自我信心得分.
- 对七名医学生的重点小组进行了主题分析.
主要成果:
- 所有接受调查的学生都报告说,在与不愿接种疫苗的患者交谈时,他们的信心增加了.
- 主题分析表明,基于角色的叙事增强了在线学习.
- 关键的好处包括增加参与度,可访问性,角色可联系性,改善记忆力和情感联系.
结论:
- 角色驱动的故事显示了在线学习对疫苗犹对话的潜在价值.
- 需要进一步的研究来确定对沟通技巧和患者结果的影响.
- 这项研究表明,叙事方法可以对医学沟通培训有益.
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