随机对照研究评估多学科团队学习 (MDTBL) 作为居民的最佳教学范式,与基于问题的学习 (PBL) 和基于讲座的学习 (LBL) 进行比较
Runyi Tao1, Shan Gao1, Jinteng Feng1
1Department of Thoracic Surgery, The First Affiliated Hospital of Xi'an Jiaotong University, Xi'an, Shaanxi, China.
BMC medical education
|January 8, 2026
概括
与基于问题和基于讲座的学习相比,基于多学科的团队学习 (MDTBL) 显著提高了医学学生在诊断肺结节方面的知识和技能. 此外,MDTBL还提高了学生的参与度和满意度.
科学领域:
- 医学教育 医学教育
- 临床技能培训 临床技能培训
- 肺部医学 肺部医学
背景情况:
- 医学学生的多学科团队学习 (MDTBL),基于问题的学习 (PBL) 和基于讲座的学习 (LBL) 的比较.
- 评估对学习成果和学生体验的影响.
研究的目的:
- 为了比较MDTBL,PBL和LBL对医学学生学习成果和经验的有效性.
- 评估获得肺结节的临床诊断和评估技能.
主要方法:
- 这是一项随机对照研究,涉及75名具有不同临床经验的医学学生.
- 参与者被分配到MDTBL,PBL或LBL组进行临床诊断课程.
- 使用相同的理论评估和学习进度得分;在MDTBL和PBL中允许进行小组讨论.
主要成果:
- 所有组都在诊断肺结节方面有所改善,MDTBL在知识和病例分析方面表现出显著更高的收益 (P<0.05).
- 在MDTBL组中,学生参与度最高 (P<0.05).
- MDTBL参与者报告了更高的课程参与度和享受.
结论:
- 基于多学科的团队学习 (MDTBL) 是增强医学学生知识获取和临床应用技能的有效模式.
- MDTBL促进了协作技能,并为未来的医学教育和专业培训提供了有价值的方法.
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