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通过教育逃生室,让医学本科生参与入门研究培训:混合方法评估
Bastien Le Guellec1,2, Victoria Gauthier1,3, Rémi Lenain4
1Department of Public Health, Epidemiology, Health Economics and Prevention, Centre Hospitalier Universitaire de Lille, 6 rue du professeur Laguesse, Lille, 59000, France, 33 20445519.
JMIR medical education
|December 9, 2025
概括
这项研究表明,一个大规模的教育逃生室有效地教医学生诊断测试评估原则. 引人入胜的游戏化方法提高了对研究方法的知识和信心.
科学领域:
- 医学教育 医学教育
- 研究方法研究方法研究方法学
- 在学习中的游戏化.
背景情况:
- 医学学生往往缺乏对非临床研究方法内容的动机.
- 教育逃生室提供了一个游戏化策略,以潜在地提高参与度.
- 关于逃生室的大规模可行性和影响的研究有限,无法满足.
研究的目的:
- 评估大型逃生室的可行性,以教导诊断测试评估.
- 为了评估学生的参与度和逃生室干预的感知教育价值.
- 为医学三年级学生介绍诊断测试评估的核心原则.
主要方法:
- 开发了一个低成本的逃生室,有6个拼图与5个学习目标对齐,用于诊断研究设计和分析.
- 在12个会议中向整个三年级医学学生的班级部署了逃生室.
- 进行干预前后的问卷调查以评估知识和感知;使用描述性统计和t测试分析数据.
主要成果:
- 在所有目标中,完成率高 (92.5%),知识分数显著增加 (62%至82%,P<.001).
- 学生在娱乐 (9.1/10) 和教育价值 (8.2/10) 方面对逃生室的评价很高.
- 干预后,86.9%的人对批判性评价感到更舒服,79%的人认为该格式是适当的.
结论:
- 一个大规模的,可重复使用的逃生室是可行的,并且很好地接受了教学诊断测试评估原则.
- 这种游戏化的方法有效地使医学学生参与基于证据的推理.
- 逃生室可以作为医学研究方法学的宝贵介绍工具.
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