在临床实践教学中基于问题的学习和基于案例的学习为妇科住院医生提供:叙述性审查
Ying Zhu1, Jiaojiao Zhang1, Jing Fei1
1Department of Gynecology, The Second Affiliated Hospital, Zhejiang University School of Medicine, Zhejiang University, Hangzhou, People's Republic of China.
Advances in medical education and practice
|July 29, 2025
概括
基于问题的学习 (PBL) 和基于案例的学习 (CBL) 通过改善临床决策和知识应用来增强妇科住院培训. 将这些方法与技术相结合,为医学教育提供了一种变革性的方法.
科学领域:
- 医学教育 医学教育
- 妇科 妇科 妇科 妇科
- 教学教育学 在教学上
背景情况:
- 传统的以讲座为基础的方法不足以发展妇科住院的积极学习和临床决策.
- 基于问题的学习 (PBL) 和基于案例的学习 (CBL) 是以学习者为中心的方法,将理论与实践相结合.
- 本综述评估了妇科住院的PBL和CBL,包括实施,挑战和技术整合.
研究的目的:
- 解释PBL和CBL在妇科住院的疗效.
- 概述PBL和CBL的实施框架和挑战.
- 探索PBL和CBL的比较价值以及教学技术的作用.
主要方法:
- 从2010年1月到2025年1月,对主要数据库 (PubMed,ERIC,Scopus,Embase,EBSCO) 进行了系统的文献搜索.
- 关键词包括"基于问题的学习"",基于案例的学习"",妇科教育"和"住院培训".
- 选择了十篇文章,符合妇科住院PBL/CBL干预措施的纳入标准.
主要成果:
- 无论是PBL还是CBL,都显著提高了临床决策,差异诊断,知识保留和程序规划.
- PBL通过开放式问题促进自我指导的学习和批判性思维,而CBL通过结构化案例改善诊断推理.
- 实施需要教师培训,案例设计和结构化的反;挑战包括教师的时间和资源强度. 技术整合 (仿真,人工智能) 增强了学习.
结论:
- PBL和CBL是为发展妇科 residents 的基本能力而进行的变革性战略.
- 成功的实施取决于精心设计的案例,训练有素的辅导员和集成的技术.
- 这些方法培养了适应能力强,以患者为中心的从业者,为不断变化的医疗保健挑战做好准备.
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