批判性思维模拟模型与基于结果的评估
David C Johnsen1, Leonardo Marchini2, Carlos Garaicoa-Pazmino3,4
1Pediatric Dentistry, College of Dentistry, University of Iowa, Iowa City, Iowa, USA.
Journal of dental education
|February 12, 2026
概括
这项研究使用主临床医师仿真学习模型开发了批判性思维技能集的共生网络. 这种教学框架促进了增强的学习时刻,提高了学生的批判性思维成果.
科学领域:
- 医学教育 医学教育
- 认知科学 认知科学
- 教学框架的教学框架.
背景情况:
- 批判性思维在医疗保健中至关重要,但缺乏结构化的学习成果.
- 现有的教学方法不能完全整合批判性思维技能的发展.
- 需要一个统一的框架来培养健康专业教育中的批判性思维.
研究的目的:
- 开发和评估一个教学框架,用于批判性思维技能发展.
- 创建一个共生网络的批判性思维练习与共同的评估.
- 通过模拟主临床医生的思维过程来增强学生的学习.
主要方法:
- 基于患者的共生网络的描述性分析,学生主导的批判性思维演示.
- 实施针对不同技能集的基于结果的共同评估.
- 促进"学习时刻",以对跨学科的批判性思维技能进行细微探索.
主要成果:
- 一个共同的模拟学习模型和基于结果的评估促进了部门间的学习互动.
- 综合方法带来了丰富多样的学习时刻,具体针对每个技能.
- 教学框架成功地创建了一个共生网络的批判性思维练习.
结论:
- 基于大师临床医生思维的模拟学习模型,促进了批判性思维技能集的发展.
- 这种方法导致了一个共生网络,增强技能展示和细微探索.
- 这项研究解决了有关专业教育中批判性思维学习成果的文献上的差距.
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