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在本科医学教育中基于游戏的学习:对跨学科逃生室的评估

Franziska Baessler¹, Torben P P Hornung², Tom Johann Schuster²

¹Center for Psychosocial Medicine, Department of General Psychiatry, Heidelberg University Hospital, Thibautstraße 4, 69115, Heidelberg, Germany. f.baessler@gmx.com.

BMC medical education

|November 15, 2025

概括

医学学生使用教育逃生室,一个有趣和有效的学习环境,显示了显著的知识收益. 女学生和后期学期的学生在这种创新的教学方法中表现更好.

科学领域:

医学教育医学教育
教学创新的教育创新.

背景情况:

教育逃生室提供了一种新的方法来促进学生的积极学习.
这项研究评估了德国一所医学院的学习成果和学生对基于逃生室的教学满意度.

研究的目的:

评估跨学科逃生室在增强医学学生知识方面的有效性.
为了评估学生的满意度和对基于逃生室的学习的看法.

主要方法:

一个跨学科的逃生室整合了精神病学,传染病和沟通技能的学习目标.
干预前和干预后的问卷评估了知识获取,并使用t测试和相关性分析分析数据.
通过开放式文本问题收集定性反,并根据主题进行分析.

主要成果:

与测试前得分相比,测试后得分显著增加 (p < .001).
女学生和高学期的学生表现出更高的知识分数.
学生们对逃生室的乐趣,相关性和可推性评价很高,强调了协作团队合作.

结论:

基于逃生室的教学有效地提高了医学学生的知识.
学习环境受到好评,这表明它有吸引医学教育的潜力.
建议的进一步改进包括全面的简报和解答会议.

关键词:

教学教学是一种教学.逃生室是一个逃生室.基于游戏的教学方法游戏化就是游戏化.游戏化的教学方式.传染病传染病传染病医学教育医学教育精神病学是一个精神病学.

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