探索OFST和IPE在跨区域生理学教学中的整合 - - 一种新的方法
Ting-Huai Wang1,2, Xiao-Dan Xu3, Zhi-Yuan Long3
1Department of Physiology, Zhongshan School of Medicine, Sun Yat-sen University, Guangzhou, 510080, China. wangth@mail.sysu.edu.cn.
BMC medical education
|August 5, 2025
概括
在线四步教学 (OFST) 方法与专业间教育 (IPE) 结合,显著改善了学生的学习成果和跨不同地区和学科的合作. 这种综合方法提高了医学教育的公平性.
科学领域:
- 医学教育 医学教育
- 生理学教学指导 物理指导
- 专业间学习 专业间学习
背景情况:
- 医疗教育资源的区域差异仍然存在.
- 在线四步教学 (OFST) 方法提供了一个结构化的,以团队为基础的方法来增强学习.
- 将OFST与专业间教育 (IPE) 整合起来,可以弥合地理和学科差距.
研究的目的:
- 评估将OFST和IPE纳入跨区域生理学教学中的有效性.
- 评估学习成果和专业间合作的改善.
主要方法:
- 来自四所大学的十个专业的185名本科生参加了一个跨专业的OFST.
- OFST涉及四个步骤:教师指导,自我调节学习,团队学习和实践以及经验分享.
- 在线平台促进了医学,护理,药房和医学成像专业的学生之间的协作工作,通过测试和调查进行评估.
主要成果:
- 对于基本问题 (48.3%至80.5%) 和实际应用问题 (22.8%至55.7%) 的正确率有显著的增加.
- 82.4-94.1%的学生报告了增强的学习方向,自我调节的学习,团队合作和跨专业知识.
结论:
- 与IPE集成的OFST有效地增强了跨区域和跨专业的合作.
- 这种方法改善了知识的获取,并发展了关键技能,如团队合作和自我调节的学习.
- 该模型显示了解决教育资源差异和促进医疗教育公平的潜力.
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