在临床前医学教育中,团队规模,位置和绩效之间的关系 积极学习 积极学习
Ashley M Tuin1, Thomas Schechter1, Kenneth A D Palattao1
1Creighton University School of Medicine, Omaha, NE, USA.
Journal of medical education and curricular development
|June 23, 2025
概括
较大的群体改善了医学生团队学习 (TBL) 活动的表现. 然而,小组规模并没有显著影响最终考试成绩,这表明个人因素对考试的影响更大.
科学领域:
- 医学教育 医学教育
- 积极学习策略 积极学习策略
- 健康 专业 教育 卫生 专业 教育
背景情况:
- 基于案例的学习 (CBL) 和基于团队的学习 (TBL) 在医疗教育中很常见.
- 本研究探讨了一种使用CBL作为TBL的准备的新方法.
- 之前关于小组规模和课堂位置的研究并没有集中在积极学习期间的医学学生身上.
研究的目的:
- 调查小组规模和课堂位置对医学学生表现的影响.
- 分析对团队学习 (TBL) 和最终考试成绩的影响.
- 评估积极学习环境与学术成果之间的关系.
主要方法:
- 来自四个预职医疗队伍的学生绩效数据的分析.
- 描述性统计数据用于比较队列表现.
- 回归分析以评估小组规模和位置对TBL和考试成绩的影响.
主要成果:
- 较大的群体与TBL的个人和团队表现的改善有关.
- 课堂位置对TBL和考试成绩产生了混合的影响.
- 没有发现小组规模和最终考试成绩之间的显著关系.
结论:
- 较大的群体规模与增强的TBL性能有积极的相关性.
- 个人因素,而不是群体动态,似乎对考试成功更为关键.
- 研究结果强调,需要进一步研究健康科学教育中最佳的群体规模和学习环境.
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