学生参与课程评估:通过教师-学习者共同创造重新设计预医学课程
Panrawee Sertsuwankul1, Sethapong Lertsakulbunlue2, Mathirut Mungthin3
1Medical student, Phramongkutklao College of Medicine, Bangkok, Thailand.
Journal of medical education and curricular development
|September 8, 2025
概括
学生参与课程重新设计改善了医学前教育. 整合社会科学和早期患者暴露提高了临床相关性,并与临床前学习保持一致,提高了学生的满意度.
科学领域:
- 医学教育 医学教育
- 课程开发 课程开发
- 医学中的社会科学.
背景情况:
- 预医学课程经常过度强调基础科学,缺乏社会科学整合和早期患者暴露.
- 学生参与课程开发对于使教育与学习需求保持一致至关重要.
- 这项研究的重点是通过让学生作为关键利益相关者参与,提高前医学课程的临床相关性.
研究的目的:
- 在学生参与下重新设计和评估医学前课程的临床相关性.
- 增加社会科学和早期患者暴露在前医学课程中的整合.
- 改善医学前科和临床前学习目标之间的协调.
主要方法:
- 一个两阶段混合方法研究,使用上下文,输入,过程,产品 (CIPP) 评估模型.
- 第一阶段涉及一个调查问卷,评估380名学生的感知和课程改进的开放式建议.
- 第二阶段评估了修订后的课程,其中有90名三年级学生使用类似的方法,采用统计和内容分析.
主要成果:
- 最初的课程与临床前学习的一致性很低 (38.48%),学生认为临床相关性有限.
- 修订后的课程减少了纯科学科目,整合了临床相关的内容,并包括了早期社区/患者暴露.
- 经过修订后,对齐度显著改善 (64.45%),整体感知分数从18.03增加到19.08 (p=.003).
结论:
- 一个以学生为导向的方法,以CIPP模型为指导,成功地重新设计了前医学课程.
- 修订后的课程通过综合基础科学和早期接触,加强了临床培训的调整,参与和准备.
- 这种模式促进了更相关,更有效的医学前教育经验.
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