设计有效的临床教育空间:范围综述。

IF 5.2 1区 教育学 Q1 EDUCATION, SCIENTIFIC DISCIPLINES
Megan Phelps, Pippa Yeoman, Lynn V Monrouxe
{"title":"设计有效的临床教育空间:范围综述。","authors":"Megan Phelps, Pippa Yeoman, Lynn V Monrouxe","doi":"10.1111/medu.70002","DOIUrl":null,"url":null,"abstract":"<p><strong>Introduction: </strong>Clinical education in health facilities is critical for health professional student learning. However, consideration of health professional students' learning when designing and building hospitals appears to be neglected. Evidence-based health facility design may encourage student learning and add value to the investment in facilities. We ask, 'What does the literature say about the consideration of health professional students' education when designing health facilities?'</p><p><strong>Methods: </strong>We developed a scoping review protocol following Arksey and O'Malley's Guidelines. Our search strategy employed the following concepts: Health Facilities, Facility design, Health professional students, Learning and teaching and health professional education. Forty articles were identified for inclusion. Databases comprised Medline, Art and Architecture Archive, Avery Index to Architecture and Periodicals (EBSCO), CINAHL, ERIC, Scopus, Proquest Central and Web of Science.</p><p><strong>Results: </strong>Articles were published between 1963 and 2023. There was a range of publication types originating mostly from North America and the United Kingdom (UK). Only four articles describe original research. Medical students are the most reported individual student group. Links are made between principles of learning and the built environment (45% of articles). Recognised features supporting learning include floor space, various building elements and their attributes, environmental features and furniture, fittings and equipment. Evaluation is lacking, and building codes and standards are noted in only three publications.</p><p><strong>Discussion: </strong>The review reveals a scarcity of published evidence documenting how health professional student learning is considered in health facility design. While design professionals may address these needs in practice, the lack of accessible literature limits evidence-based approaches. Opportunities exist for educators and administrators to advocate for the inclusion of students and their learning needs in collaboration with colleagues from other disciplines such as architecture and design. Documenting and publishing these collaborations will strengthen the evidence base, ensuring learning is more intentionally integrated in clinical settings.</p>","PeriodicalId":18370,"journal":{"name":"Medical Education","volume":" ","pages":""},"PeriodicalIF":5.2000,"publicationDate":"2025-08-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Designing effective clinical education spaces: A scoping review.\",\"authors\":\"Megan Phelps, Pippa Yeoman, Lynn V Monrouxe\",\"doi\":\"10.1111/medu.70002\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p><strong>Introduction: </strong>Clinical education in health facilities is critical for health professional student learning. However, consideration of health professional students' learning when designing and building hospitals appears to be neglected. Evidence-based health facility design may encourage student learning and add value to the investment in facilities. We ask, 'What does the literature say about the consideration of health professional students' education when designing health facilities?'</p><p><strong>Methods: </strong>We developed a scoping review protocol following Arksey and O'Malley's Guidelines. Our search strategy employed the following concepts: Health Facilities, Facility design, Health professional students, Learning and teaching and health professional education. Forty articles were identified for inclusion. Databases comprised Medline, Art and Architecture Archive, Avery Index to Architecture and Periodicals (EBSCO), CINAHL, ERIC, Scopus, Proquest Central and Web of Science.</p><p><strong>Results: </strong>Articles were published between 1963 and 2023. There was a range of publication types originating mostly from North America and the United Kingdom (UK). Only four articles describe original research. Medical students are the most reported individual student group. Links are made between principles of learning and the built environment (45% of articles). Recognised features supporting learning include floor space, various building elements and their attributes, environmental features and furniture, fittings and equipment. Evaluation is lacking, and building codes and standards are noted in only three publications.</p><p><strong>Discussion: </strong>The review reveals a scarcity of published evidence documenting how health professional student learning is considered in health facility design. While design professionals may address these needs in practice, the lack of accessible literature limits evidence-based approaches. Opportunities exist for educators and administrators to advocate for the inclusion of students and their learning needs in collaboration with colleagues from other disciplines such as architecture and design. Documenting and publishing these collaborations will strengthen the evidence base, ensuring learning is more intentionally integrated in clinical settings.</p>\",\"PeriodicalId\":18370,\"journal\":{\"name\":\"Medical Education\",\"volume\":\" \",\"pages\":\"\"},\"PeriodicalIF\":5.2000,\"publicationDate\":\"2025-08-22\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Medical Education\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://doi.org/10.1111/medu.70002\",\"RegionNum\":1,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION, SCIENTIFIC DISCIPLINES\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Medical Education","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1111/medu.70002","RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION, SCIENTIFIC DISCIPLINES","Score":null,"Total":0}
引用次数: 0

摘要

卫生机构的临床教育对卫生专业学生的学习至关重要。然而,在设计和建设医院时,对卫生专业学生学习的考虑似乎被忽视了。基于证据的卫生设施设计可以鼓励学生学习并为设施投资增加价值。我们的问题是,“在设计卫生设施时,文献中关于卫生专业学生教育的考虑是什么?”方法:我们根据Arksey和O' malley的指南制定了范围审查方案。我们的搜索策略采用以下概念:卫生设施、设施设计、卫生专业学生、学与教以及卫生专业教育。确定了40篇文章纳入。数据库包括Medline、Art and Architecture Archive、Avery Index to Architecture and Periodicals (EBSCO)、CINAHL、ERIC、Scopus、Proquest Central和Web of Science。结果:文章发表于1963 - 2023年。有一系列主要来自北美和联合王国的出版物类型。只有四篇文章描述了原创性研究。医学生是被报道最多的学生群体。将学习原则与建筑环境联系起来(占文章的45%)。支持学习的公认特征包括楼面面积、各种建筑元素及其属性、环境特征、家具、配件和设备。缺乏评估,建筑规范和标准只在三份出版物中提到。讨论:该综述揭示了在卫生设施设计中如何考虑卫生专业学生学习的已发表证据的缺乏。虽然设计专业人员可以在实践中解决这些需求,但缺乏可访问的文献限制了基于证据的方法。教育工作者和管理人员有机会提倡与其他学科(如建筑和设计)的同事合作,包括学生和他们的学习需求。记录和发表这些合作将加强证据基础,确保更有意地将学习整合到临床环境中。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Designing effective clinical education spaces: A scoping review.

Introduction: Clinical education in health facilities is critical for health professional student learning. However, consideration of health professional students' learning when designing and building hospitals appears to be neglected. Evidence-based health facility design may encourage student learning and add value to the investment in facilities. We ask, 'What does the literature say about the consideration of health professional students' education when designing health facilities?'

Methods: We developed a scoping review protocol following Arksey and O'Malley's Guidelines. Our search strategy employed the following concepts: Health Facilities, Facility design, Health professional students, Learning and teaching and health professional education. Forty articles were identified for inclusion. Databases comprised Medline, Art and Architecture Archive, Avery Index to Architecture and Periodicals (EBSCO), CINAHL, ERIC, Scopus, Proquest Central and Web of Science.

Results: Articles were published between 1963 and 2023. There was a range of publication types originating mostly from North America and the United Kingdom (UK). Only four articles describe original research. Medical students are the most reported individual student group. Links are made between principles of learning and the built environment (45% of articles). Recognised features supporting learning include floor space, various building elements and their attributes, environmental features and furniture, fittings and equipment. Evaluation is lacking, and building codes and standards are noted in only three publications.

Discussion: The review reveals a scarcity of published evidence documenting how health professional student learning is considered in health facility design. While design professionals may address these needs in practice, the lack of accessible literature limits evidence-based approaches. Opportunities exist for educators and administrators to advocate for the inclusion of students and their learning needs in collaboration with colleagues from other disciplines such as architecture and design. Documenting and publishing these collaborations will strengthen the evidence base, ensuring learning is more intentionally integrated in clinical settings.

求助全文
通过发布文献求助,成功后即可免费获取论文全文。 去求助
来源期刊
Medical Education
Medical Education 医学-卫生保健
CiteScore
8.40
自引率
10.00%
发文量
279
审稿时长
4-8 weeks
期刊介绍: Medical Education seeks to be the pre-eminent journal in the field of education for health care professionals, and publishes material of the highest quality, reflecting world wide or provocative issues and perspectives. The journal welcomes high quality papers on all aspects of health professional education including; -undergraduate education -postgraduate training -continuing professional development -interprofessional education
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
确定
请完成安全验证×
copy
已复制链接
快去分享给好友吧!
我知道了
右上角分享
点击右上角分享
0
联系我们:info@booksci.cn Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。 Copyright © 2023 布克学术 All rights reserved.
京ICP备2023020795号-1
ghs 京公网安备 11010802042870号
Book学术文献互助
Book学术文献互助群
群 号:604180095
Book学术官方微信