弥合基于问题的学习的差距:医学和外科学士(MBBS)计划的循证干预。

IF 3.2 2区 医学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Himayat Ullah, Sarwat Huma, Lubna Naeem, Mohammed Yunus, Junaid Sarfraz
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引用次数: 0

摘要

基于问题的学习(PBL)是医学教育中最有效的以学生为中心的学习方式之一。然而,缺乏经验导致这种有用的学习方式存在一些差距,使其无法实现预期的目标。本研究旨在发现我校PBL战略存在的不足,采取措施填补这些不足,并评估这些措施的效果。方法:本介入性研究在获得伦理批准的医学与外科学士(MBBS)项目中进行。研究分为三个阶段:差距识别、干预和评估。进行了教师和学生培训课程,以深入了解PBL流程,随后进行了质量评估问卷(QAQ),以评估PBL设计和交付的差距。PBL修订委员会随后使用3C3R模型重新设计了136个PBL,改善了与学习结果的一致性。采用Wilcoxon符号秩和配对t检验分析干预前和干预后的QAQ和形成性评估得分。结果:干预前QAQ得分平均为2.7分(满分5分),反映了PBL问题和传导情况。结论:由于实践的新颖性,PBL可能存在一定的差距和不足,必须通过有针对性的干预来消除这些差距和不足,以达到这种最先进的学习策略的预期结果。试用号:不适用。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Bridging the gaps in problem-based learning: an evidence-based intervention in bachelor of medicine and surgery (MBBS) program.

Introduction: Problem-based learning (PBL) is one of medical education's most effective student-centered learning modalities. However, a lack of experience has led to several gaps in this useful learning modality, prohibiting it from achieving the desired goals. This study aimed to find gaps in our institution's PBL strategy, take measures to fill these gaps, and then assess the effect of these measures.

Methods: This interventional study was conducted in a Bachelor of Medicine and Surgery (MBBS) program after receiving ethical approval. The study consisted of three phases: gap identification, intervention, and evaluation. Faculty and student training sessions were conducted to provide insight into PBL processes, followed by a Quality Assessment Questionnaire (QAQ) to assess PBL design and delivery gaps. A PBL revision committee then used the 3C3R model to redesign 136 PBLs, improving alignment with learning outcomes. Pre- and post-intervention scores from the QAQ and formative assessments were analyzed using Wilcoxon signed-rank and paired t-tests.

Results: Pre-intervention QAQ scores averaged 2.7 out of 5, reflecting issues PBL problems and conduction. Post-intervention scores improved to 4.0 (p <.001), indicating a 48.1% enhancement in perceived PBL quality. Post-PBL formative assessments showed significant score improvements across blocks, with an overall effect size (Cohen's d) of -0.54. Student and faculty satisfaction ratings also increased, averaging 4.3 and 4.8, respectively.

Conclusion: Due to practical novelty, PBL may have certain gaps and deficiencies that must be removed by targeted interventions to achieve the desired outcomes of this state-of-the-art learning strategy.

Trial number: Not applicable.

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来源期刊
BMC Medical Education
BMC Medical Education EDUCATION, SCIENTIFIC DISCIPLINES-
CiteScore
4.90
自引率
11.10%
发文量
795
审稿时长
6 months
期刊介绍: BMC Medical Education is an open access journal publishing original peer-reviewed research articles in relation to the training of healthcare professionals, including undergraduate, postgraduate, and continuing education. The journal has a special focus on curriculum development, evaluations of performance, assessment of training needs and evidence-based medicine.
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