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优化实验室诊断教育:基于医学STEM概念的医生-患者-技术人员综合教学模式的研究

Zhengkang Li¹, Liwen Ma², Jinxin Lai¹

¹Guangdong Academy of Medical Sciences, Southern Medical University, Guangzhou, Guangdong Province, China.

Journal of medical education and curricular development

|October 3, 2025

概括

M-STEM教学模式显著提高了学生对实验室诊断教育的满意度. 这种创新方法增强了跨学科的学习和更深入地了解疾病.

科学领域:

医学教育医学教育
跨学科研究跨学科研究
诊断科学诊断科学诊断科学

背景情况:

实验室诊断教育需要改革,以满足不断变化的医疗保健需求.
传统的教学方法可能不能充分培养跨学科的理解.
整合科学,技术,工程和数学 (M-STEM) 提供了一种新的教学方法.

研究的目的:

为实验室诊断教育开发和评估一种创新的M-STEM教学模式.
将M-STEM模型与传统教学方法的有效性进行比较.
在实验室诊断中评估学生的满意度和学习成果.

主要方法:

一个准实验性设计被用于临床医学学生在南华理工大学.
学生被随机分配到传统学习组或M-STEM学习组.
收集了定量数据 (满意度,P值) 和定性反.

主要成果:

M-STEM组报告说,对实验室讲座的满意度明显更高 (79.3%对51.6%,P=.025).
与传统组不同,M-STEM学生对学习设计表现出强烈的认可.
学生们认为医生和实验室技术人员是复杂临床问题的关键支持角色.

结论:

M-STEM教学有效地刺激学生的兴趣,并促进实验室诊断的多学科整合.
这种方法有助于更深入地了解疾病,并开发有效的解决方案.
M-STEM学习鼓励集中整合必要学科,以改善教育成果.

关键词:

这是一个声音.综合教学教学综合教学教学实验室诊断实验室诊断实验室诊断

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