根据学习来提高药学学生的临床推理技能
1Mercer University College of Pharmacy.
American journal of pharmaceutical education
|March 9, 2026
概括
通过协同学习 (LbC) 活动改善了学生对药房关键课程学习和批判性思维的看法. 这种教学方法有效地支持临床推理 (CR) 的发展,与教师专家的反应保持一致.
科学领域:
- 药房 教育 教育 药房 教育
- 发展临床推理 发展临床推理
- 积极学习策略 积极学习策略
背景情况:
- 传统的教学环境可能无法充分为学生准备复杂的临床场景.
- 培养强大的临床推理 (CR) 技能对于药学学生至关重要.
- 需要创新的教学方法来增强学术环境中的CR.
研究的目的:
- 评估一个学习-by-Concordance (LbC) 活动对第二 (P2) 和第三 (P3) 专业年级课程的学生学习感知的影响.
- 为了比较学生组的临床推理 (CR) 反应与教师专家的反应.
- 评估学生的参与度和对LbC模块的感知效益.
主要方法:
- 一个学习-by-一致性 (LbC) 模块使用三种临床 vignettes 在2型糖尿病药物治疗开发.
- 在P2和P3的基石课程中实施了LbC模块.
- 学生组提交了基于Likert的对小题的回应,并完成了模块后感知调查.
主要成果:
- 图1和图2中的学生群对治疗选择的反应,在P2和P3学生之间没有显著差异.
- 在学生和教师专家的回答之间观察到很高的对齐,对于这两种细节.
- 大多数学生报告说,由于LbC模块,感知知识增加,批判性思维增强,并促进了小组讨论.
结论:
- 协同学习 (LbC) 是在教学环境中支持临床推理 (CR) 的一个有价值的工具,特别是在复杂或不确定的情况下.
- 学生认为LbC有利于增强知识,促进批判性思维和促进合作.
- LbC的方法有效地模仿现实世界的实践,为学生准备未来的临床挑战.
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