同样,同样,但不同:探索和比较学生在瑞典和肯尼亚医学教育背景下基于问题学习的经验
Pius Musau1, Katarina Kågedal2, Malin Lindqvist Appell2
1Department of Surgery and Anaesthesiology, Moi University, Eldoret, Kenya.
Advances in health sciences education : theory and practice
|February 17, 2026
概括
肯尼亚和瑞典的学生由于背景因素而不同地体验了基于问题的学习 (PBL). 瑞典学生得到了更好的导师支持,提高了学习效率,而肯尼亚学生面临的挑战影响了他们的医学教育.
科学领域:
- 医学教育研究 医学教育研究
- 比较教育研究比较教育研究
- 健康 职业 教育 教育 专业
背景情况:
- 基于问题的学习 (PBL) 在医学教育中被广泛使用.
- 林科平大学 (LiU) 和莫伊大学 (MU) 拥有长期的PBL项目和合作.
- 这两个机构都面临着学生人数不断增加和教师人数有限增长的挑战.
研究的目的:
- 探索和比较LiU和MU的学生经验和PBL的课程安排.
- 在不同的社会文化和上下文环境中确定影响PBL有效性的因素.
- 为改善医学教育中的PBL提供见解.
主要方法:
- 比较案例研究设计.
- 现场访问和焦点小组采访与医学学生.
- 对定性数据进行主题分析,重点关注学习过程和专业发展.
主要成果:
- 出现了三个主要主题:集体学习,临床相关性和教学过程.
- 两组人都重视集体学习.
- 柳州大学的学生从结构化的导师支持和反中受益,而MU的学生则经历了导师缺勤和不一致的反带来的挑战.
结论:
- 学生在PBL的体验受到物质和社会文化背景的重大影响.
- 结构化的导师支持和一致的反对于有效的PBL和专业发展至关重要.
- 调查结果为公共基础教育的机构间合作和可持续教师发展提供了洞察力.
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