在健康职业教育中学习一致性方法:一个范围审查
Antoine Roche1,2, Ann Alexandra Rodriguez Turcot3, Andréanne St-Pierre3
1Institut de Formation en Masso-Kinésithérapie (IFMK) de Montpellier, Montpellier, France.
Perspectives on medical education
|July 7, 2025
概括
通过协同学习 (LbC) 提高医疗保健专业人员的临床推理技能. 这种教育方法被认为是有吸引力的,有利于决策,具有广泛应用的潜力.
科学领域:
- 医学教育 医学教育
- 临床推理 临床推理
- 医疗保健专业发展
背景情况:
- 协同学习 (LbC) 是一种基于脚本协同测试 (SCT) 的教育策略.
- 它旨在培养医疗保健专业人员的专业知识和临床推理 (CR).
- 这项研究绘制了关于LbC方法的现有科学文献.
研究的目的:
- 进行关于协同学习 (LbC) 方法的文献范围审查.
- 确定关于LbC在医疗保健教育中的实施和发展的研究.
主要方法:
- 根据阿克西和奥马利框架和PRISMA-ScR指南进行范围审查.
- 在主要数据库 (MEDLINE,Embase,CINAHL,Web of Science,Google Scholar) 进行系统搜索,截至2025年3月.
- 包括重点关注医疗保健学习者LbC的初级研究.
主要成果:
- 包括28项研究,20项关于实施,8项关于发展.
- 大多数研究都采用混合方法研究.
- 学习者发现LbC方法对决策具有吸引力和有益,为成功发展确定了五个关键要素.
结论:
- 协同学习 (LbC) 显示了在不确定的临床情况下增强决策的前景.
- 对LbC开发和评估的标准化框架可以提高其有效性和可重复性.
- 这种方法在各种学科和学习水平上都有潜在的适用性.
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