Process-Oriented Analysis of Knowledge Construction in Problem-Based Learning: A Systematic Review of Health Professions Education in Literature.

IF 1.8 3区 教育学 Q2 EDUCATION, SCIENTIFIC DISCIPLINES
Weichao Chen, Binbin Zheng
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引用次数: 0

Abstract

Problem-Based Learning (PBL) is widely implemented in health professions education (HPE). Small-group knowledge construction plays an essential role in trainees' learning from PBL tutorials. However, there is a dearth of systematic reviews to unpack the black box of the PBL knowledge construction process. The current review tackles this gap by identifying (1) the perspectives and methods adopted to directly assess the PBL knowledge construction process and (2) the factors in group interaction processes that impact PBL knowledge construction. We conducted a systematic search of multiple databases in November 2023 and identified original studies analyzing PBL interaction processes in HPE. Two reviewers conducted a thematic synthesis of the findings. Of 2,691 citations identified, 60 empirical studies (2.2%) from 16 countries and covering eight health professions met the inclusion criteria. Most investigations adopted a social constructivist perspective to analyze recordings, observations, and digital trace data of group interactions, often triangulating with other data for deeper insights. A wide range of qualitative, quantitative, and mixed methods was used to analyze interaction processes. Our synthesis identified a series of intertwined factors that influence knowledge construction: cultural influences and linguistic strategies; interprofessional dynamics, curriculum and assessment practices; learning task design, including technology affordance; tutor facilitation; learner prior knowledge and experience; and team learning behaviors and interaction patterns, such as learner directedness, social-cognitive exchange, group climate, and group interaction patterns. Our review highlighted the complexity of PBL knowledge construction by revealing the interrelated impact of various factors. Future studies should adopt a sociocultural perspective, employ the Design-Based Research approach, and integrate multiple methods and levels of analysis to unravel the dynamic interplay of these factors. Future research directions include exploring new analytics techniques, leveraging AI to develop data-driven interventions, and enhancing the inclusivity of collaborative learning environments.

基于问题的学习中的知识建构过程分析:卫生专业教育文献综述。
基于问题的学习(PBL)在卫生专业教育(HPE)中得到广泛实施。小组知识建构在学员学习PBL教学中起着至关重要的作用。然而,缺乏系统的评论来打开PBL知识构建过程的黑盒子。本文通过确定(1)直接评估PBL知识构建过程所采用的视角和方法,以及(2)群体互动过程中影响PBL知识构建的因素来弥补这一空白。我们于2023年11月对多个数据库进行了系统检索,并确定了分析HPE中PBL相互作用过程的原始研究。两位审稿人对调查结果进行了专题综合。在确定的2,691次引用中,来自16个国家、涵盖8个卫生专业的60项实证研究(2.2%)符合纳入标准。大多数调查采用社会建构主义的观点来分析记录、观察和群体互动的数字痕迹数据,通常与其他数据进行三角测量以获得更深入的见解。广泛的定性、定量和混合方法被用于分析交互过程。我们的综合发现了一系列影响知识构建的相互交织的因素:文化影响和语言策略;跨专业动态、课程和评估实践;学习任务设计,包括技术支持;导师便利化;学习者的先验知识和经验;团队学习行为和互动模式,如学习者导向、社会认知交换、群体氛围和群体互动模式。我们的回顾通过揭示各种因素的相互影响,突出了PBL知识构建的复杂性。未来的研究应从社会文化的角度出发,采用基于设计的研究方法,整合多种分析方法和层次来揭示这些因素之间的动态相互作用。未来的研究方向包括探索新的分析技术,利用人工智能开发数据驱动的干预措施,以及增强协作学习环境的包容性。
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来源期刊
Teaching and Learning in Medicine
Teaching and Learning in Medicine 医学-卫生保健
CiteScore
5.20
自引率
12.00%
发文量
64
审稿时长
6-12 weeks
期刊介绍: Teaching and Learning in Medicine ( TLM) is an international, forum for scholarship on teaching and learning in the health professions. Its international scope reflects the common challenge faced by all medical educators: fostering the development of capable, well-rounded, and continuous learners prepared to practice in a complex, high-stakes, and ever-changing clinical environment. TLM''s contributors and readership comprise behavioral scientists and health care practitioners, signaling the value of integrating diverse perspectives into a comprehensive understanding of learning and performance. The journal seeks to provide the theoretical foundations and practical analysis needed for effective educational decision making in such areas as admissions, instructional design and delivery, performance assessment, remediation, technology-assisted instruction, diversity management, and faculty development, among others. TLM''s scope includes all levels of medical education, from premedical to postgraduate and continuing medical education, with articles published in the following categories:
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