精神病学住院医师的团队学习：一项混合方法研究。
Team-based learning for psychiatry residents: a mixed methods study.
机构信息
Liaison Psychiatry, South London and Maudsley NHS Foundation Trust, Guys Hospital, Weston Street, London SE1 9RT, UK.
出版信息
BMC Med Educ. 2013 Sep 11;13:124. doi: 10.1186/1472-6920-13-124.
BACKGROUND
Team-based learning (TBL) is an effective teaching method for medical students. It improves knowledge acquisition and has benefits regarding learner engagement and teamwork skills. In medical education it is predominately used with undergraduates but has potential benefits for training clinicians. The aims of this study were to examine the impact of TBL in a sample of psychiatrists in terms of classroom engagement, attitudes towards teamwork, learner views and experiences of TBL.
METHODS
Forty-four psychiatry residents participated in an Addictions Psychiatry TBL module. Mixed-methods were used for evaluation. Self-rated measures of classroom engagement (Classroom Engagement Survey, CES) were compared with conventional lectures, and attitudes regarding the value of teams (Value of Teams Scale, VTS) were compared before and after the module. Independent t-tests were used to compare 'lecture' CES scores with TBL CES scores and pre and post scores for the VTS. Feedback questionnaires were completed. Interviews were conducted with a subset of residents and transcripts analysed using thematic analysis.
RESULTS
Twenty-eight residents completed post-course measures (response rate 63.6%). Seven participants volunteered for qualitative interviews-one from each team. There was a significant difference in the mean CES score lectures compared to TBL (p < 0.001) but no difference was found in mean VTS score pre and post for either subscale (p = 0.519; p = 0.809). All items on the feedback questionnaire were positively rated except two regarding session preparation. The qualitative analysis generated seven themes under four domains: 'Learning in teams', 'Impact on the individual learner', 'Relationship with the teacher' and 'Efficiency and effectiveness of the learning process'.
CONCLUSIONS
In this group of residents, TBL significantly improved learner-rated classroom engagement and seemed to promote interactivity between learners. TBL was generally well-received, although required learners to prepare for class which was difficult for some. TBL did not change these clinicians' views about teamwork.
背景
团队学习（TBL）是一种有效的医学学生教学方法。它可以提高知识的获取，并对学习者的参与度和团队合作技能有好处。在医学教育中，它主要用于本科生，但对培训临床医生也有潜在的好处。本研究的目的是考察 TBL 在一组精神科医生中的影响，包括课堂参与度、对团队合作的态度、学习者对 TBL 的看法和经验。
方法
44 名精神科住院医师参加了一项成瘾精神病学 TBL 模块。采用混合方法进行评估。自我评估的课堂参与度量表（课堂参与度量表，CES）与传统讲座进行了比较，在模块前后比较了关于团队价值的态度量表（团队价值量表，VTS）的得分。使用独立 t 检验比较了“讲座”CES 得分与 TBL CES 得分以及 VTS 的前后得分。完成了反馈问卷。对一小部分住院医师进行了访谈，并对访谈记录进行了主题分析。
结果
28 名住院医师完成了课后评估（应答率为 63.6%）。有 7 名参与者自愿参加了定性访谈-每个团队一名。课堂参与度 CES 评分与 TBL 评分相比有显著差异（p < 0.001），但 VTS 评分在前后两个分量表上均无差异（p = 0.519；p = 0.809）。除了两个关于课程准备的项目外，反馈问卷上的所有项目都得到了积极评价。定性分析生成了四个领域下的七个主题：“团队学习”、“对个体学习者的影响”、“与教师的关系”和“学习过程的效率和效果”。
结论
在这群住院医师中，TBL 显著提高了学习者对课堂参与度的评价，似乎促进了学习者之间的互动。TBL 总体上受到了好评，尽管需要学习者为课程做准备，这对一些人来说很难。TBL 并没有改变这些临床医生对团队合作的看法。
Zotero 插件