在本科健康专业教育中的基于案例的学习 (CBL):一个现实的审查
Ronan Daly1, Elizabeth Tunney1, Muirne Spooner2
1Department of Obstetrics & Gynaecology, RCSI Unit, Rotunda Hospital, Royal College of Surgeons in Ireland, Dublin, Ireland.
Medical education
|February 4, 2026
概括
基于案例的学习 (CBL) 在卫生专业的教育是通过机构支持,临床医生辅导员和真实案例来增强的. 承认教师和学生的贡献优化学术,技能和行为结果.
科学领域:
- 医学教育 医学教育
- 教学教育学 在教学上
- 健康 专业 教育 卫生 专业 教育
背景情况:
- 在健康专业教育 (HPE) 中,基于案例的学习 (CBL) 的实施在全球范围内有所不同.
- 了解不同学生群体在不同环境中如何体验CBL至关重要.
- 影响CBL有效性的关键实施因素仍然不清楚.
研究的目的:
- 探索使CBL能够促进本科HPE学习的机制.
- 确定CBL对谁以及在什么情况下最有效.
- 了解CBL实施的关键方面.
主要方法:
- 使用现实主义的审查方法来分析CBL的现有文献.
- 从CBL文献中开发了程序理论,基于成人学习和基于调查的学习.
- 在超过5731篇选摘要和436篇全文文章中,选出了25篇相关论文.
主要成果:
- 七个方案理论出现,突出了影响学习成果的机构,实施和学生层面的因素.
- 缺乏机构支持和教师认可会对学习产生负面影响.
- 临床辅导员和真实的多式联络案例增强了学生的参与度和角色沉浸度.
结论:
- 医疗保健教育工作者可以通过了解实施机制来优化CBL,以改善学术,技能和行为结果.
- 通过临床辅导员和真实案例建立学生的信任是增强学习的关键.
- 承认教师/学生的努力和培养安全的团体环境对于成功实施CBL至关重要.
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