增强体验式学习对本科医学生个人反思的影响。
The effect of enhanced experiential learning on the personal reflection of undergraduate medical students.
机构信息
Center for Research and Innovation of Medical Education, University of Groningen and University Medical Center, Groningen, The Netherlands.
出版信息
Med Educ Online. 2008 Nov 24;13:15. doi: 10.3885/meo.2008.Res00279.
OBJECTIVE
This study's aim was to test the expectation that enhanced experiential learning is an effective educational method that encourages personal reflection in medical students.
METHODS
Using a pre post-test follow-up design, the level of the personal reflection ability of an exposure group of first-year medical students participating in a new enhanced experiential learning program was compared to that of a control group of second- and third-year medical students participating in a standard problem-based learning program. Personal reflection was assessed using the Groningen Reflection Ability Scale (GRAS). Students' growth in reflection was analyzed with multilevel analysis.
RESULTS
After one year, first-year medical students in the exposure group achieved a level of personal reflection comparable to that reached by students of the control group in their third year. This difference in growth of reflection was statistically significant (p<.001), with a small effect size (effect size = 0.18). The reflection growth curve of the control group declined slightly in the third year as a function of study time.
CONCLUSION
Enhanced experiential learning has a positive effect on the personal reflection ability of undergraduate medical students.
目的
本研究旨在验证以下假设，即增强体验式学习是一种有效的教育方法，可鼓励医学生进行个人反思。
方法
采用前后测随访设计，比较参与新增强体验式学习计划的一年级医学生实验组与参与传统基于问题的学习计划的二、三年级医学生对照组的个人反思能力水平。使用格罗宁根反思能力量表（GRAS）评估个人反思。使用多层次分析法分析学生的反思增长情况。
结果
一年后，实验组的一年级医学生达到了对照组学生在三年级时达到的个人反思水平。这种反思增长的差异具有统计学意义（p<.001），具有较小的效应量（效应量=0.18）。对照组的反思增长曲线在第三年随着学习时间的推移略有下降。
结论
增强体验式学习对本科医学生的个人反思能力有积极影响。
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