在基于问题的学习医学课程中,在解剖教育中以学生为主导的近同行教学的感知价值
Olivia Serhan1, Simon Girard1, Olivier Sylvestre1
1Faculty of Medicine, University of Sherbrooke, Quebec, Canada.
Canadian medical education journal
|September 29, 2025
概括
接近同行教学有效地弥合了基于问题的学习 (PBL) 医学课程中的解剖学知识差距. 这个模型使用虚拟研讨会和测试来提高学生对解剖学的理解和记忆.
科学领域:
- 医学教育 医学教育
- 解剖学教育 解剖学教育
背景情况:
- 基于问题的学习 (PBL) 在医学教育中很普遍.
- 与传统方法相比,PBL的实施可以减少解剖学时间和知识获取.
研究的目的:
- 提出一个可扩展的解决方案,用于PBL课程中的解剖学知识差距.
- 评估近同行教学模式在加强解剖学教育方面的有效性.
主要方法:
- 医学与健康科学学院解剖学俱乐部实施了近同行教学模式.
- 该模型包含虚拟解剖研讨会,临床病例讨论和互动测试.
主要成果:
- 调查结果表明,医学学生的解剖学知识和参与度显著提高.
- 这种方法被发现可以减少与解剖学学习相关的学生压力.
- 该模型被证明对自主指导的,基于PBL的学习环境有益.
结论:
- 接近同行教学模式提供了一个可行的和有价值的方法来补充PBL环境中的解剖学教育.
- 这种方法有效地提高了医学学生对解剖学概念的理解和记忆.
- 机构可以采用这种模式,在PBL课程中解决解剖教育的挑战.
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