记录医学学生使用自我解释:工具开发和初始有效性证据
Elise Vachon Lachiver1, Martine Chamberland2, Linda Bergeron1
1Paul Grand'Maison de la Société des médecins de l'Université de Sherbrooke research chair in medical education, Université de Sherbrooke, Quebec, Canada.
Canadian medical education journal
|September 29, 2025
概括
一个新的工具有效地记录了医学学生.
科学领域:
- 医学教育 医学教育
- 临床推理 临床推理
- 学习策略 学习策略
背景情况:
- 自我解释 (SE) 是一种学习策略,用于培养医学学生的临床推理技能.
- 需要一个经过验证的工具来记录SE的适当使用,并确保其学习效益.
- 现有的课程缺乏评估SE申请的标准化方法.
研究的目的:
- 开发和验证一个工具,用于记录医学学生使用自我解释.
- 提供证明工具在评估SE应用程序时的有效性.
主要方法:
- 该工具是使用DeVellis的八步过程开发的.
- 八十五个录制的音频自我解释被三个评级者评估.
- 通过内容分析 (推断,案例元素) 和响应过程分析 (间隔协议) 收集有效性证据.
主要成果:
- 评估人员记录了一系列生物医学推断 (13.3317.76),临床推断 (16.2727.04),监测陈述 (2.033.10) 和案例元素 (21.7726.87).
- 间隔剂可靠性系数在0.53到0.96.9之间.
- 该工具在评估者应用中显示出一致性,并与预期的SE使用模式保持一致.
结论:
- 成功开发了一种新型工具,用于记录自我解释在医学教育中的应用.
- 该工具提供了在教育和实验环境中评估SE的有效性证据.
- 这种工具可以帮助确保SE的有效实施,以提高临床推理技能.
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