培养医学教师进行小组主动学习:一项基于设计的研究

IF 3.9 2区 医学 Q1 EDUCATION, SCIENTIFIC DISCIPLINES
Perspectives on Medical Education Pub Date : 2025-09-18 eCollection Date: 2025-01-01 DOI:10.5334/pme.1759
Jan Willem Grijpma, Anne de la Croix, Diana H J M Dolmans, Martijn Meeter, Robbie H J M Grooten, Rashmi A Kusurkar
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引用次数: 0

摘要

简介:小组主动学习方法可以提高学生的学习,但让学生参与这些方法对教师来说可能是一个挑战。因此,教师发展倡议(FDIs)通常侧重于医学教师对主动学习策略的熟练程度,但将这些策略转移到实际教学实践中仍然存在问题。为了解决这个问题,我们设计、实施并评估了一项FDI,旨在刺激这种转移,以支持医学教师促进主动学习。方法:采用设计研究法对34名新入职医学教师进行小组主动学习。FDI将自主学习与在职和非在职学习相结合。在两次单独的外国直接投资迭代中使用了调查和访谈来评估如何刺激转移。我们采取了务实的立场,运用归纳和演绎的分析方法。结果:参与者报告说,外国直接投资在三个方面促进了迁移:1)自主制定个人学习目标和学习过程增加了迁移的动机;2)来自同伴、导师和学生的支持鼓励采用新的教学策略;3)在职经验和离职会议的整合促进了经历、反思、理解和应用的持续学习循环。讨论:在外商直接投资企业中,将自主学习与在职和非在职学习相结合,有望促进主动学习策略的迁移。这种方法使参与者能够逐步将这些策略整合到他们的教学实践中。虽然我们的研究结果为FDI设计提供了有价值的见解,但需要进一步的研究来评估这种方法的相对有效性。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Preparing Medical Teachers for Small-Group Active Learning: A Design-based Research Study.

Introduction: Small-group active learning methods can enhance student learning, but engaging students in these methods can be challenging for teachers. Therefore, Faculty Development Initiatives (FDIs) typically focus on medical teachers' proficiency in active learning strategies, yet transferring these strategies to actual teaching practices remains problematic. To address this, we designed, implemented, and evaluated an FDI aimed at stimulating this transfer to support medical teachers in facilitating active learning.

Methods: We conducted a Design-Based Research study with 34 new medical teachers in a small-group active learning course. The FDI combined Self-Directed Learning with on-the-job and off-the-job learning. Surveys and interviews were used in two separate iterations of the FDI to evaluate how transfer was stimulated. We adopted a pragmatic stance, applying inductive and deductive analysis methods.

Results: Participants reported that the FDI stimulated transfer in three ways: 1) Autonomy in creating personal learning objectives and learning processes increased motivation to transfer, 2) Support from peers, supervisors, and students encouraged the adoption of new teaching strategies, 3) Integration of on-the-job experiences and off-the-job meetings fostered a continuous learning cycle of experiencing, reflecting, understanding, and applying.

Discussion: Combining Self-Directed Learning with on-the-job and off-the-job learning within FDIs shows promise in stimulating the transfer of active learning strategies. This approach enables participants to progressively integrate such strategies into their teaching practices. While our findings provide valuable insights for FDI design, further research is needed to evaluate the relative effectiveness of this approach.

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来源期刊
CiteScore
5.70
自引率
8.30%
发文量
31
审稿时长
28 weeks
期刊介绍: Perspectives on Medical Education mission is support and enrich collaborative scholarship between education researchers and clinical educators, and to advance new knowledge regarding clinical education practices. Official journal of the The Netherlands Association of Medical Education (NVMO). Perspectives on Medical Education is a non-profit Open Access journal with no charges for authors to submit or publish an article, and the full text of all articles is freely available immediately upon publication, thanks to the sponsorship of The Netherlands Association for Medical Education. Perspectives on Medical Education is highly visible thanks to its unrestricted online access policy. Perspectives on Medical Education positions itself at the dynamic intersection of educational research and clinical education. While other journals in the health professional education domain orient predominantly to education researchers or to clinical educators, Perspectives positions itself at the collaborative interface between these perspectives. This unique positioning reflects the journal’s mission to support and enrich collaborative scholarship between education researchers and clinical educators, and to advance new knowledge regarding clinical education practices. Reflecting this mission, the journal both welcomes original research papers arising from scholarly collaborations among clinicians, teachers and researchers and papers providing resources to develop the community’s ability to conduct such collaborative research. The journal’s audience includes researchers and practitioners: researchers who wish to explore challenging questions of health professions education and clinical teachers who wish to both advance their practice and envision for themselves a collaborative role in scholarly educational innovation. This audience of researchers, clinicians and educators is both international and interdisciplinary. The journal has a long history. In 1982, the journal was founded by the Dutch Association for Medical Education, as a Dutch language journal (Netherlands Journal of Medical Education). As a Dutch journal it fuelled educational research and innovation in the Netherlands. It is one of the factors for the Dutch success in medical education. In 2012, it widened its scope, transforming into an international English language journal. The journal swiftly became international in all aspects: the readers, authors, reviewers and editorial board members. The editorial board members represent the different parental disciplines in the field of medical education, e.g. clinicians, social scientists, biomedical scientists, statisticians and linguists. Several of them are leading scholars. Three of the editors are in the top ten of most cited authors in the medical education field. Two editors were awarded the Karolinska Institute Prize for Research. Presently, Erik Driessen leads the journal as Editor in Chief. Perspectives on Medical Education is highly visible thanks to its unrestricted online access policy. It is sponsored by theThe Netherlands Association of Medical Education and offers free manuscript submission. Perspectives on Medical Education positions itself at the dynamic intersection of educational research and clinical education. While other journals in the health professional education domain orient predominantly to education researchers or to clinical educators, Perspectives positions itself at the collaborative interface between these perspectives. This unique positioning reflects the journal’s mission to support and enrich collaborative scholarship between education researchers and clinical educators, and to advance new knowledge regarding clinical education practices. Reflecting this mission, the journal both welcomes original research papers arising from scholarly collaborations among clinicians, teachers and researchers and papers providing resources to develop the community’s ability to conduct such collaborative research. The journal’s audience includes researchers and practitioners: researchers who wish to explore challenging questions of health professions education and clinical teachers who wish to both advance their practice and envision for themselves a collaborative role in scholarly educational innovation. This audience of researchers, clinicians and educators is both international and interdisciplinary. The journal has a long history. In 1982, the journal was founded by the Dutch Association for Medical Education, as a Dutch language journal (Netherlands Journal of Medical Education). As a Dutch journal it fuelled educational research and innovation in the Netherlands. It is one of the factors for the Dutch success in medical education. In 2012, it widened its scope, transforming into an international English language journal. The journal swiftly became international in all aspects: the readers, authors, reviewers and editorial board members. The editorial board members represent the different parental disciplines in the field of medical education, e.g. clinicians, social scientists, biomedical scientists, statisticians and linguists. Several of them are leading scholars. Three of the editors are in the top ten of most cited authors in the medical education field. Two editors were awarded the Karolinska Institute Prize for Research. Presently, Erik Driessen leads the journal as Editor in Chief. Perspectives on Medical Education is highly visible thanks to its unrestricted online access policy. It is sponsored by theThe Netherlands Association of Medical Education and offers free manuscript submission.
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