在MHH的模型课程中的科学模块 - 开发,实施,结果
Volker Paulmann1, Marie Mikuteit1, Ingo Just2
1Hannover Medical School, Dean's Office - Teaching and Learning Research, Hannover, Germany.
GMS journal for medical education
|December 1, 2025
概括
汉诺威医学院的新科学模块通过纵向教学概念提高了医学学生的科学技能和批判性思维. 学生报告了显著的学习收益,特别是在科学写作和文学研究.
科学领域:
- 医疗教育 医学教育
- 科学技能发展 发展科学技能
背景情况:
- 汉诺威医学院 (MHH) 在2020/2021学年推出了强制性科学模块.
- 该模块的重点是提高医学学生的科学技能和批判性思维.
研究的目的:
- 介绍医学科学模块的教学原则和纵向教学概念的实施.
- 评估学生在科学技能和批判性思维方面的学习成果.
主要方法:
- 利用医学国家能力基础学习目标目录 (NKLM) 进行课程映射.
- 通过学生能力评估,电子评估组合任务 (ePF任务),研讨会和最终研究论文来评估学习收益.
- 通过在线问卷 (N=81) 收集和分析学生反,并评估了大约200篇研究论文.
主要成果:
- 大约90%的队列成功完成了模块任务,展示了显著的学习收益.
- 大约有200名学生完成了10-15页的研究论文.
- 学生们将增强的科学写作技巧和结构化的文学研究确定为关键的学习成果.
结论:
- 实施科学培训组件带来了机遇和挑战,需要资源来实现较小的监督比例.
- 评估组合和研究论文等教学方法可以加强医学教育中的反文化.
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