Bergman David, Savage Carl, Wahlstrom Rolf, Sandahl Christer
Medical Management Centre, Department of Learning, Informatics, Management and Ethics, Karolinska Institutet, 171 77 Stockholm, Sweden.
Med Teach. 2008 Feb;30(1):55-61. doi: 10.1080/01421590701758624.
Research into the efficacy of programs of leadership and group dynamics in undergraduate medical education is sparse.
The aim of this study was to apply and test a pre- post evaluation design of a one-week experiential learning based course of group dynamics.
Two questionnaires were sent to 160 medical students, before and after the course. The response rate was acceptable (73%).
While there was a small change in attitudes towards openness in their professional role and group dynamics, there was a major change in two subgroups of students to these topics. The students who were least interested in collaborative constructivist learning and those students who mainly looked for practical value were the students who changed their attitudes most towards openness in their professional role.
It appears that those students who would be least likely to voluntarily attend such a course were the ones who learned the most. This study does not allow for any generalizations regarding the outcome of experiential learning of group dynamics, but it is an argument for the use of systematic evaluations in order to identify students who can benefit from courses aimed at improving profound knowledge.
关于领导力和团队动力学课程在本科医学教育中的效果研究很少。
本研究的目的是应用并测试一个基于一周体验式学习的团队动力学课程的前后评估设计。
在课程前后向160名医学生发放两份问卷。回复率是可接受的（73%）。
虽然在对其专业角色中的开放性和团队动力学的态度上有小的变化，但在两个学生亚组中对这些主题有重大变化。对协作建构主义学习最不感兴趣的学生以及主要寻求实用价值的学生是对其专业角色中的开放性态度改变最大的学生。
似乎最不可能自愿参加此类课程的学生是学习最多的学生。本研究不允许对团队动力学体验式学习的结果进行任何概括，但它支持使用系统评估来识别能从旨在提高深层知识的课程中受益的学生。
