医学教育中的基于器官系统的课程:一个范围审查
Long Xia1, Binglei Jiang2, Jie Zhang3
1Department of Urology, Affiliated Hospital of North Sichuan Medical College, Nanchong, Sichuan, People's Republic of China.
Advances in medical education and practice
|September 19, 2025
概括
基于器官系统的课程 (OSC) 在医学教育中表现有前途,提高了学生的满意度和临床推理. 解决整合和参与挑战是成功采用和影响的关键.
科学领域:
- 医学教育研究 医学教育研究
- 课程开发 课程开发
- 健康 专业 教育 卫生 专业 教育
背景情况:
- 基于器官系统的课程 (OSC) 在医学教育中越来越多地被采用,取代了传统的基于学科的教学.
- 对现有的OSC文献缺乏全面的评估.
研究的目的:
- 系统地审查有关器官系统基础课程 (OSC) 实施的文献.
- 评估OSC在医学教育中的有效性.
- 确定与促进OSC相关的挑战.
主要方法:
- 根据乔安娜·布里格斯研究所 (JBI) 的指导方针进行了范围审查.
- 在五个数据库 (Medline,Embase,ERIC,CINAHL,Web of Science) 中对2010年至2024年间发表的英语文章进行了搜索.
- 两名独立审稿人选了文章并提取了数据,第三名审稿人解决了差异.
主要成果:
- 六项研究符合纳入标准,揭示了跨学科的以团队为基础的教学模式,整合了基础科学和临床医学.
- 辅导和基于问题的学习等学术干预措施在提高临床推理和检查结果方面表现出有效性.
- 确定的主要挑战包括课程整合不足,学生参与度有限,以及整合外科教育的困难.
结论:
- 基于器官系统的课程 (OSC) 有潜力提高医疗保健专业人员的多维能力.
- 解决已识别的设计和实施挑战对于优化OSC的影响和促进更广泛的采用至关重要.
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