Active Learning and Competency Preconditioning Strengthen Osteopathic Medical Student Performance, Physician Attributes, and Competency Assessments

V. Joshi, Mike Younger, B. Joshi
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引用次数: 1

Abstract

Background: Medical education has been reliant on didactic lectures, which are predominantly teacher-centered learning. Competency-based education was introduced in North America and with this came a paradigm shift in how schools conceptualize curricula and measure learning outcomes. This modern approach started a change away from traditional lecture-based and teacher-centered curricula to a more student-centric approach using various tools. Competency based education is widely regarded as an outcome-based approach to design, implement and evaluate the curriculum using widely accepted competencies. Authorities recommend seven core competencies which have various indicators to address student performance. The main purpose of this research is to utilize active learning tools to enhance this approach and then assess competencies in the first year of medical school to improve academic outcomes as well as exposing students to competency domains on which they will be assessed and to ultimately create a complete physician. Methods: The study was conducted at a medical school during the first semester of medical school and included 145 students. Various active learning tools, such as modified case-based learning, quizzes, and case discussions, were used to assess competency in a biochemistry and genetics course, and these were compared to questions based on concepts delivered by the traditional lecture method. Results: Student performance on high-stakes examinations after active learning sessions on content and concepts had statistically higher average percentages on the second, third and fourth examinations. The average Diff (p) for the second, third, and fourth examination to the questions being considered for the study were (Diff p= 0.84, 0.83, and 0.92) with a positive moderate correlation for the second examination (r= 0.535) and strong positive correlation for the third and fourth examination (r=0.745 and r=0.856) for their final biochemistry grades. Conclusion: The study shows some positive and significant results that active learning methods are a useful and meaningful way to deliver a curriculum for a competency-based education system, and may be better suited than traditional lectures for providing content and assessing competencies which are necessary to become a complete physician.
主动学习和能力预处理加强骨科医学生的表现,医师属性和能力评估
背景:医学教育一直依赖于教学讲座,这主要是以教师为中心的学习。以能力为基础的教育在北美被引入,随之而来的是学校如何概念化课程和衡量学习成果的范式转变。这种现代方法开始从传统的以讲座为基础和以教师为中心的课程转变为使用各种工具的以学生为中心的方法。基于能力的教育被广泛认为是一种基于结果的方法,使用广泛接受的能力来设计、实施和评估课程。权威机构推荐了七种核心能力,这些能力有不同的指标来解决学生的表现问题。本研究的主要目的是利用主动学习工具来加强这种方法,然后在医学院的第一年评估能力,以提高学术成果,并使学生接触到他们将被评估的能力领域,并最终培养出一名完整的医生。方法:本研究于一所医学院第一学期进行,共纳入145名学生。各种主动学习工具,如改进的基于案例的学习、测验和案例讨论,被用于评估生物化学和遗传学课程的能力,并将这些工具与传统讲座方法中基于概念的问题进行比较。结果:在积极学习内容和概念后,学生在高风险考试中的表现在第二次、第三次和第四次考试中的平均百分比有统计学上的提高。第二次、第三次和第四次考试对研究中考虑的问题的平均Diff (p)为(Diff p= 0.84、0.83和0.92),第二次考试与最终生物化学成绩呈正相关(r= 0.535),第三次和第四次考试与最终生物化学成绩呈正相关(r=0.745和r=0.856)。结论:该研究显示了一些积极而重要的结果,即主动学习方法是一种有用而有意义的方式,可以为能力为基础的教育系统提供课程,并且可能比传统的讲座更适合提供内容和评估能力,这是成为一名完整的医生所必需的。
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