临床前医学院学生提出的形成性问题可以在总结性评估之前告知教师评审会议所涵盖的主题。

IF 1.9 Q2 EDUCATION, SCIENTIFIC DISCIPLINES

Medical Science Educator Pub Date : 2025-02-26 eCollection Date: 2025-04-01 DOI:10.1007/s40670-025-02333-8

Jarod Karom, Corinne Stanforth, Laura M Banks, Jason L Hirsch, Samuel N Paul, Jose A Bazan, Sheryl Pfeil, Christopher R Pierson

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引用次数: 0

摘要

由于不同班级的优缺点每年都有变化，复习课程对临床前医学院的教师来说是一项挑战。为了优化复习课程计划，我们在学生与教师的合作伙伴关系中试行了一种新颖的、基于共同创造的工作流程，该工作流程在可行性和实用性方面受到了教师的好评。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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Pre-clinical Medical Student Generated Formative Questions Can Inform the Topics Covered in Faculty Review Sessions Prior to Summative Assessments.

Review sessions are challenging for preclinical medical school faculty to prepare due to year-to-year variability of the strengths and weaknesses of different classes. To optimize review session planning, we piloted a novel, co-creation-based workflow within a student-faculty partnership which was well received by faculty in terms of feasibility and utility.

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来源期刊

Medical Science Educator Social Sciences-Education

CiteScore

2.90

自引率

11.80%

发文量

202

期刊介绍： Medical Science Educator is the successor of the journal JIAMSE. It is the peer-reviewed publication of the International Association of Medical Science Educators (IAMSE). The Journal offers all who teach in healthcare the most current information to succeed in their task by publishing scholarly activities, opinions, and resources in medical science education. Published articles focus on teaching the sciences fundamental to modern medicine and health, and include basic science education, clinical teaching, and the use of modern education technologies. The Journal provides the readership a better understanding of teaching and learning techniques in order to advance medical science education.