探索教师实施基于案例的学习的实践经验:一个现象学研究.
Caroline Delany1, Jan Illing2, Marie McIlroy3
1Health Professions Education Centre, RCSI, Dublin, Ireland. caroline.delany@rcsi.ie.
BMC medical education
|July 2, 2025
概括
教师们对基于案例的学习 (CBL) 有了积极的体验,尽管最初的角色不确定性,他们享受了更紧密的学生互动. 信心随着经验的增长而增长,为未来的医学教育发展提供了信息.
科学领域:
- 医学教育 医学教育
- 教学教育学 在教学上
- 教师发展学院发展学院
背景情况:
- 基于案例的学习 (CBL) 中的学习者经验得到了充分的研究,但教师经验的理解较少.
- CBL在新的许可前医疗课程中实施,需要对教师从传统的大组教学过渡的调查.
- 了解教师的观点对于有效的教学融合至关重要.
研究的目的:
- 在医学课程中探索教师过渡到促进基于案例的学习 (CBL) 的实践经验.
- 确定与CBL教师角色相关的挑战和好处.
- 为CBL提供教师发展和课程设计的信息.
主要方法:
- 解释性现象学分析 (IPA) 用于探索促进者经验.
- 根据最大的变化,有十个不同的CBL辅导员被故意选择.
- 半结构面试使用IPA原则进行和分析.
主要成果:
- 教师普遍报告了CBL的积极经验,突出了他们对增加学生互动的乐趣.
- 关键主题包括初始角色不确定性,对学生体验标准化的担忧以及内容专业知识要求.
- 调解员对自己的角色的信心通常会随着经验的增加而增加.
结论:
- 该研究提供了关于教师对CBL促进者角色的看法有价值的见解.
- 结果将为未来的医学教育教师培养计划提供信息.
- 结果将有助于代设计和改进CBL教学资源.
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