基于问题的学习中的知识构建的过程导向分析:卫生专业在文学中的系统审查
Weichao Chen1,2,3, Binbin Zheng4
1Department of Obstetrics and Gynecology, Division of Research and Advanced Education, Medical College of Wisconsin, Milwaukee, WI, USA.
这篇综述揭示了基于问题的学习 (PBL) 对健康专业教育的知识构建. 它确定了影响群体学习的因素,强调了各种要素的复杂相互作用,以有效地培养学员.
科学领域:
- 医疗专业教育
- 教育心理学
- 合作学习
背景情况:
- 基于问题的学习 (PBL) 是健康专业教育的基石.
- 小组知识建设对于PBL的成功至关重要.
- 要了解PBL知识构建过程,需要进行系统审查.
研究的目的:
- 确定评估PBL知识构建的观点和方法.
- 确定影响PBL知识构建的群体相互作用中的因素.
主要方法:
- 系统搜索多个数据库 (2023年11月).
- 综合了来自16个国家的60项经验研究,
- 使用社会构造主义观点分析交互过程数据 (记录,观察,数字痕迹).
主要成果:
- 使用了多种方法 (定性,定量,混合).
- 主要影响因素包括文化/语言方面,跨专业动态,课程/评估,任务设计,辅导员便利,学习者背景和团队学习行为.
- 公共基础知识构建是复杂的,受相互关联的因素的影响.
结论:
- 未来的研究应该采用社会文化视角和基于设计的研究.
- 整合多种方法和分析水平对于理解动态相互作用至关重要.
- 探索先进的分析,人工智能驱动的干预以及包容性的协作环境.
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