主动学习：在加利福尼亚大学洛杉矶分校（UCLA）大卫·格芬医学院开展全球健康教育结构化教学——一项试点研究

Activated learning; providing structure in global health education at the David Geffen School of Medicine at the University of California, Los Angeles (UCLA)- a pilot study.

作者信息

Jordan Jaime, Hoffman Risa, Arora Gitanjli, Coates Wendy

机构信息

David Geffen School of Medicine, University of California Los Angeles, 10833 Le Conte Ave, Los Angeles, CA, 90095, USA.

Department of Emergency Medicine, Harbor-UCLA Medical Center, 1000 W Carson St, Torrance, CA, 90502, USA.

出版信息

BMC Med Educ. 2016 Feb 16;16:63. doi: 10.1186/s12909-016-0581-9.

DOI:10.1186/s12909-016-0581-9

PMID:26879889

原文链接:https://pmc.ncbi.nlm.nih.gov/articles/PMC4755030/

Abstract

BACKGROUND

Global health rotations are increasingly popular amongst medical students. The training abroad is highly variable and there is a recognized need for global health curriculum development. We sought to create and evaluate a curriculum, applicable to any global health rotation, that requires students to take an active role in their education and promotes engagement.

METHODS

Prospective, observational, mixed method study of 4th year medical students enrolled in global health courses at UCLA in 2011-12. Course directors identified 4 topics common to all rotations (traditional medicine, health systems, limited resources, pathology) and developed activities for students to complete abroad: observation, interview and reflection on resources, pathology, medical practices; and compare/contrast their experience with the US healthcare system. Students posted responses on a discussion board moderated by US faculty. After the rotation, students completed an anonymous internet-based evaluative survey. Responses were tabulated. Qualitative data from discussion board postings and free response survey items were analyzed using the framework method.

RESULTS

14 (100 %) students completed the Activated Learning assignment. 12 submitted the post rotation survey (85.7 %). Activated Learning enhanced GH education for 67 % and facilitated engagement in the local medical culture for 67 %. Qualitative analysis of discussion board posting demonstrated multiple areas of knowledge gain and analysis of free response survey items revealed 5 major themes supporting Activated Learning: guided learning, stimulation of discussion, shared interactions, cultural understanding, and knowledge of global healthcare systems. Increased interactivity emerged as the major theme for future improvement.

CONCLUSION

The results of this study suggest that an Activated Learning program may enhance education, standardize curricular objectives across multiple sites and promote engagement in local medical culture, pathology and delivery systems. Increased interaction between students and faculty may augment the impact of such a program.

摘要

背景

全球健康轮转在医学生中越来越受欢迎。国外培训差异很大，公认需要制定全球健康课程。我们试图创建并评估一门适用于任何全球健康轮转的课程，该课程要求学生在其教育中发挥积极作用并促进参与度。

方法

对2011 - 12年在加州大学洛杉矶分校参加全球健康课程的四年级医学生进行前瞻性、观察性、混合方法研究。课程主任确定了所有轮转共有的4个主题（传统医学、卫生系统、资源有限、病理学），并为学生制定了在国外完成的活动：观察、采访并反思资源、病理学、医疗实践；并将他们的经历与美国医疗系统进行比较/对比。学生在由美国教员主持的讨论板上发布回复。轮转结束后，学生完成一项基于互联网的匿名评估调查。对回复进行列表统计。使用框架法分析来自讨论板帖子和自由回答调查项目的定性数据。

结果

14名（100%）学生完成了主动学习任务。12名（85.7%）提交了轮转后调查。主动学习增强了67%的全球健康教育，并促进了67%的学生参与当地医学文化。对讨论板帖子的定性分析显示了多个知识获取领域，对自由回答调查项目的分析揭示了支持主动学习的5个主要主题：引导学习、激发讨论、共享互动、文化理解和全球医疗系统知识。增加互动性成为未来改进的主要主题。