健康职业教育中的自主学习:系统性审查和元分析
Sean Wilkes1, Lauren A Maggio2, Paolo C Martin1
1Uniformed Services University of the Health Sciences, Bethesda, Maryland, USA.
Perspectives on medical education
|February 2, 2026
概括
卫生专业的自主学习 (SDL) 教育可靠地提高了知识的获取. 然而,它对临床技能和行为的影响是温和的,突出了对SDL标准化定义的需要.
科学领域:
- 健康 专业 教育 卫生 专业 教育
- 医学教育研究 医学教育研究
- 学习科学 学习科学
背景情况:
- 自主学习 (SDL) 是健康专业教育 (HPE) 中的一个关键教育方法.
- 穆拉德等人之前的基础工作. (2010) 确立了SDL有效性的早期证据.
- 需要进行更新的评估,以反映当前的研究,并完善对SDL影响的理解.
研究的目的:
- 系统地审查和元分析SDL在HPE中的有效性.
- 检查SDL对知识,临床表现和行为结果的影响.
- 调查SDL核心组件如何影响教育成果.
主要方法:
- 从2009年到2023年,对主要数据库 (CINAHL,Embase,Medline,PsycINFO,Web of Science) 进行全面搜索.
- 包括125项评估SDL干预措施的比较研究,其中48项符合元分析的条件 (74项效果大小).
- 三级随机效应元分析和调节者分析,考虑职业,结果类型,SDL模式和调节者角色.
主要成果:
- 发现SDL的总体效应小到中等 (科恩d=0.34),具有显著的异质性.
- 作为一种干预措施,SDL与其他方法相比显示出更大的积极效果.
- 大多数研究都集中在知识/技能 (基克帕特里克2级),对行为 (三级) 或患者/系统结果 (四级) 的报告有限.
结论:
- SDL 始终提升健康专业学生的知识获取.
- 在改善临床技能和行为方面,SDL的有效性似乎很小.
- 在SDL定义和报告中的可变性需要为未来的研究和实践提供共识定义.
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