无尽的理由:医学教育中的团队学习研究的范围审查
Jennifer Anne Cleland1,2, Anita Pienkowska1, Simon Collingwood Kitto1,2
1Lee Kong Chian School of Medicine, Nanyang Technological University, Singapore, Singapore.
Medical education
|September 13, 2025
概括
基于团队的学习 (TBL) 是有效的,但研究重点是证明,而不是理解TBL如何工作. 需要更多关键的TBL研究来推进医学教育中的教学调查.
科学领域:
- 医学教育 医学教育
- 教学研究教学研究
- 教育干预教育干预
背景情况:
- 基于团队的学习 (TBL) 在医学教育中越来越多地实施.
- 现有的研究综合表明,TBL奖学金可能是狭窄的,缺乏进展.
- 目前的研究涉及医疗教育中的实证TBL研究的现状和演变.
研究的目的:
- 评估医疗教育中TBL奖学金的现状.
- 分析TBL实证研究的时间进展.
- 确定TBL教学中的研究缺口和未来研究领域.
主要方法:
- 对医学教育中关于TBL的经验研究进行了全面的范围审查.
- 2024年4月4日,在七个主要的学术数据库 (Medline,Embase,PubMed,CINAHL,Web of Science,ERIC,Scopus) 进行了搜索.
- 包括的研究分析了其特征,研究重点和类型 (描述,证明,澄清).
主要成果:
- 分析了288项经验研究,主要使用调查等定量描述方法.
- 研究经常将TBL与其他学习方法进行比较,重点关注个人特征,学习成果和学生参与度.
- 虽然描述性研究 (33%) 和证明性研究 (52%) 占主导地位,但澄清性研究 (检查"如何"和"为什么"TBL工作) 很少 (15%) 并随着时间的推移保持相对较低.
结论:
- 在学习成果方面,TBL的有效性与其他教育方法相美.
- 结核病的机制和影响的关键方面仍未得到充分探索,研究主要集中在理由上.
- 转向批判性检查和更深入的教学调查是必要的,以促进对TBL在医学教育中的作用的理解.
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