医学学生对数字问题学习的评价:混合方法的系统审查
Camilla Rams Rathleff1, John Vergel2, Thomas Ryberg3
1Department of Health Science and Technology, Institute for Advanced Study in PBL, Aalborg University, Aalborg, Denmark. crr@hst.aau.dk.
BMC medical education
|October 11, 2025
概括
医学专业的学生通常对数字问题学习 (DPBL) 持积极看法,满意度为78.51%. 然而,DPBL设计需要更好地平衡技术与社会互动,以提高参与度.
科学领域:
- 医学教育 医学教育
- 数字学习数字学习
- 教学教育学 在教学上
背景情况:
- 数字基于问题的学习 (DPBL) 越来越多地用于医学教育.
- 学生对DPBL的满意度和参与需要进一步了解.
研究的目的:
- 系统地审查医学学生对DPBL的看法和经验.
- 综合有关DPBL有效性的定性和定量数据.
主要方法:
- 来自四个数据库的56项研究的混合方法系统审查.
- 定性数据的专题综合和定量数据的叙事审查/元分析.
- 与利益相关者进行数据整合和验证.
主要成果:
- 学生报告DPBL的78.51%的满意度.
- 定性发现显示了各种各样的社会认知,从孤立到重视集中学习.
- 在DPBL中,技术被视为有用和激励,尽管有时缺乏反.
结论:
- 在将技术与传统的社会学习原则相结合时,DPBL设计面临着挑战.
- 结合数字和传统方法的混合模型可以提高DPBL的有效性.
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