通过团队学习转变临床实习
Transforming a clinical clerkship with team learning.
作者信息
Levine Ruth E, O'Boyle Michael, Haidet Paul, Lynn David J, Stone Michael M, Wolf Dwight V, Paniagua Freddy A
机构信息
Department of Psychiatry and Behavioral Sciences, The University of Texas Medical Branch, Galveston, Texas 77755-0193, USA.
出版信息
Teach Learn Med. 2004 Summer;16(3):270-5. doi: 10.1207/s15328015tlm1603_9.
BACKGROUND
Team learning, an innovative educational method combining interactive small group learning with expert-based content delivery, was introduced into our psychiatry clerkship in 2002. The main goal was to increase classroom engagement and improve educational outcomes.
DESCRIPTION
Eight of 16 lectures were replaced with team learning activities, including prerequisite readings, readiness assurance tests, and application exercises. Data on students' performance and educational experiences were compared before and after curricular change.
EVALUATION
Following implementation of team learning, students performed significantly better on the National Board of Medical Examiners (NBME) psychiatry subject test and scored higher on attitudes about working in teams. Students perceived team learning activities to be more engaging, effective, and enjoyable than conventional didactics.
CONCLUSION
Incorporating team learning into the psychiatry clerkship was associated with improved student performance and increased student engagement and satisfaction. Team learning is a promising educational strategy that may prove useful in other clerkships.
背景
团队学习是一种将互动式小组学习与基于专家的内容传授相结合的创新教育方法，于2002年引入我们的精神病学临床实习课程。主要目标是提高课堂参与度并改善教育成果。
描述
16次讲座中的8次被团队学习活动取代，包括预习阅读、准备度保证测试和应用练习。对课程改革前后学生的表现和教育体验数据进行了比较。
评估
实施团队学习后，学生在美国医学考试委员会（NBME）精神病学学科测试中的表现显著更好，在团队合作态度方面得分更高。学生认为团队学习活动比传统教学更具吸引力、更有效且更有趣。
结论
将团队学习纳入精神病学临床实习与学生成绩提高、参与度增加以及满意度提升相关。团队学习是一种有前景的教育策略，可能在其他临床实习中也有用。
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