转型教育:基于案例的整合学习发展与实施——一所私立医学院的混合方法研究。

Rahila Ali, Azam Afzal, Sara Shakil, Amber Sultan, Shazia Babar, Javeria Rehman, Marib Ghulam Rasool Malik, Mohammad Shahzaib Qadir, Sadaf Khan, Sana Saeed
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引用次数: 0

摘要

基于案例的学习(CBL)被广泛应用于医学教育中,以连接理论和实践,但传统的方法往往难以维持学生的参与和促进批判性思维。为了应对这些挑战,基于案例的集成学习(CBIL)作为一种结合沉浸式和交互式学习技术的新方法被开发出来。本研究旨在评估CBIL在提高医学生的敬业度、批判性思维和临床推理能力方面的有效性,并探讨教师在教学方面的经验。方法:在巴基斯坦一所私立医学院进行解释顺序混合方法研究。通过教师(n=35)和学生(n=122)评估调查收集定量数据,并使用描述性统计(平均值、标准差、频率和百分比)进行分析。从重点小组讨论(FGD)与教师定性数据进行了专题分析。一个由临床教师和医学教育家组成的委员会开发了四个CBIL原型。来自不同临床专业的教师接受了有关CBIL概念和课程计划的培训,并使用原型为后续课程开发引人入胜的案例。参与者包括来自不同学科的教师和医学院三年级和四年级的学生。结果:教师认为培训非常有效(总体满意度5.17±0.89,满分6分),绝大多数教师对培训的相关性(86%,n=30)和结构(91%,n=32)非常满意。在学生中,95% (n=116)的学生对开发病例感到满意。大多数受访者对案例的清晰度(92%,n=112)和适用性(96%,n=117)也感到满意。在FGD中,主持人对CBIL的形式表示满意,因为它提供了参与、深入分析和讨论的机会。结论:像CBIL这样的互动形式可以通过提供互动、讨论和同侪学习的机会来吸引学生。这有助于提高理解能力和批判性思维。进一步探讨案例学习的各种互动形式的有效性和对学习的影响是必要的。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Transforming Education: Case-Based Integrated Learning Development and Implementation - A Mixed Methods Study at a Private Medical College.

Introduction: Case-based learning (CBL) is widely used in medical education to bridge theory and practice, but traditional methods often struggle to sustain student engagement and promote critical thinking. To address these challenges, Case-Based Integrated Learning (CBIL) was developed as a novel approach combining immersive and interactive learning techniques. This study aimed to evaluate the effectiveness of CBIL in enhancing engagement, critical thinking, and clinical reasoning among medical students, and explore faculty experiences regarding the pedagogy.

Methods: An explanatory-sequential mixed-methods study was conducted in a private medical college in Pakistan. Quantitative data were collected through faculty (n=35) and student (n=122) evaluation surveys, and analyzed using descriptive statistics (mean, standard deviation, frequencies, and percentages). Qualitative data from focused group discussions (FGD) with faculty were analyzed thematically. A committee of clinical faculty and medical educationists developed four CBIL prototypes. Faculty from various clinical specialties were trained on CBIL concepts and lesson planning, and the prototypes were used to develop engaging cases for subsequent sessions. Participants included faculty from diverse disciplines and students in their third and fourth years of medical school.

Results: The faculty considered the training very effective (overall satisfaction 5.17±0.89 out of 6), with a vast majority being very satisfied with its relevance (86%, n=30) and structure (91%, n=32). Among students, 95% (n=116) were satisfied with the developed cases. Most of them were also satisfied with the clarity (92%, n=112) and applicability of the cases (96%, n=117). In FGD, facilitators expressed satisfaction with CBIL formats as it provided opportunities for engagement, in-depth analyses, and discussions.

Conclusion: Interactive formats like CBIL can engage students by allowing opportunities for interaction, discussion, and peer-learning. This promotes improved understanding and critical thinking. Further exploration of the effectiveness and impacts on the learning of various interactive formats of case-based learning is essential.

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来源期刊
Journal of Advances in Medical Education and Professionalism
Journal of Advances in Medical Education and Professionalism Health Professions-Health Professions (miscellaneous)
CiteScore
2.70
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