医学生对基础医学课程中团队学习的态度。
Medical students' attitudes about team-based learning in a pre-clinical curriculum.
机构信息
Department of Psychiatry and Pediatrics, Boonshoft School of Medicine Wright State University, Dayton, OH 45435-0001, USA.
出版信息
Med Educ Online. 2009 Jan 7;14:1. doi: 10.3885/meo.2009.Res00280.
Abstract
BACKGROUND
Team-Based Learning is relatively new in medical education. Team-Based Learning was integrated into one medical school's pre-clinical curriculum in 2002.
PURPOSE
This study compared how medical students' attitudes about the Team-Based Learning process changed between the first and second year of medical school.
METHOD
180 students responded to 19 statements regarding their attitudes about Team-Based Learning during their first and second year of medical school. Data were analyzed using a Mann-Whitney U test.
RESULTS
Significant changes in attitudes occurred in the areas of Professional Development, Satisfaction with Team Experience, and Satisfaction with Peer Evaluation but not in the areas of Team Impact on Quality of Learning and Team Impact on Clinical Reasoning Ability.
CONCLUSION
This study demonstrates that students' attitudes about working within teams, their sense of professional development, and comfort and satisfaction with peer evaluation change in a curriculum using Team-Based Learning.
摘要
背景
团队学习在医学教育中相对较新。2002 年，团队学习被整合到一所医学院的临床前课程中。
目的
本研究比较了医学生在医学院第一学年和第二学年对团队学习过程的态度变化。
方法
180 名学生对他们在医学院第一学年和第二学年期间对团队学习的 19 项态度进行了回答。使用曼-惠特尼 U 检验对数据进行分析。
结果
在专业发展、对团队体验的满意度以及对同伴评估的满意度方面，态度发生了显著变化，但在团队对学习质量的影响和团队对临床推理能力的影响方面，态度没有变化。
结论
本研究表明，在使用团队学习的课程中，学生对团队合作、专业发展的认识以及对同伴评估的舒适度和满意度的态度发生了变化。
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