Suppr超能文献

回到未来：学习社区对医学教育的贡献

Back to the Future: What Learning Communities Offer to Medical Education.

作者信息

Osterberg Lars G, Goldstein Erika, Hatem David S, Moynahan Kevin, Shochet Robert

机构信息

Stanford University School of Medicine, Stanford, CA, USA.

University of Washington School of Medicine, Seattle, WA, USA.

出版信息

J Med Educ Curric Dev. 2016 May 17;3. doi: 10.4137/JMECD.S39420. eCollection 2016 Jan-Dec.

DOI:10.4137/JMECD.S39420
PMID:29349325
原文链接:https://pmc.ncbi.nlm.nih.gov/articles/PMC5736294/
Abstract

Learning communities (LCs) have increasingly been incorporated into undergraduate medical education at a number of medical schools in the United States over the past decade. In an Association of Medical Colleges survey of 140 medical schools, 102 schools indicated that they had LC (described as or mentorship groups; https://www.aamc.org/initiatives/cir/425510/19a.html). LCs share an overarching principle of establishing longitudinal relationships with students and faculty, but differ in the emphasis on specific components that may include curriculum delivery, advising/ mentoring, student wellness, and community. The creation of LCs requires institutional commitment to reorganize educational processes to become more student centered. LCs are beginning to show positive outcomes for students including benefits related to clinical skills development, advising, and student wellness, in addition to positive outcomes for LC faculty.

摘要

在过去十年里，学习社区（LCs）在美国多所医学院校的本科医学教育中越来越多地被采用。在医学院协会对140所医学院校的调查中，102所学校表示他们有学习社区（被描述为小组或导师小组；https://www.aamc.org/initiatives/cir/425510/19a.html）。学习社区有一个总体原则，即与学生和教师建立长期关系，但在对特定组成部分的重视程度上有所不同，这些组成部分可能包括课程交付、咨询/指导、学生健康和社区。学习社区的创建需要机构致力于重新组织教育过程，以变得更加以学生为中心。学习社区开始对学生显示出积极成果，包括与临床技能发展、咨询和学生健康相关的益处，此外对学习社区的教师也有积极成果。

相似文献

1
Back to the Future: What Learning Communities Offer to Medical Education.
J Med Educ Curric Dev. 2016 May 17;3. doi: 10.4137/JMECD.S39420. eCollection 2016 Jan-Dec.
2
Defining Learning Communities in Undergraduate Medical Education: A National Study.
J Med Educ Curric Dev. 2019 Mar 24;6:2382120519827911. doi: 10.1177/2382120519827911. eCollection 2019 Jan-Dec.
3
The growth of learning communities in undergraduate medical education.
Acad Med. 2014 Jun;89(6):928-33. doi: 10.1097/ACM.0000000000000239.
4
Implementation and evaluation of pharmaly houses as learning communities to promote community, wellness, and advising.
Curr Pharm Teach Learn. 2022 Sep;14(9):1160-1168. doi: 10.1016/j.cptl.2022.07.024. Epub 2022 Aug 1.
5
Building learning communities: evolution of the colleges at Vanderbilt University School of Medicine.
Acad Med. 2013 Sep;88(9):1246-51. doi: 10.1097/ACM.0b013e31829f8e2a.
6
Relationship-Centered Advising in a Medical School Learning Community.
J Med Educ Curric Dev. 2019 Mar 25;6:2382120519827895. doi: 10.1177/2382120519827895. eCollection 2019 Jan-Dec.
7
Medical Student Perceptions of the Learning Environment: Learning Communities Are Associated With a More Positive Learning Environment in a Multi-Institutional Medical School Study.
Acad Med. 2016 Sep;91(9):1263-9. doi: 10.1097/ACM.0000000000001214.
8
Student and educator experiences of maternal-child simulation-based learning: a systematic review of qualitative evidence protocol.
JBI Database System Rev Implement Rep. 2015 Jan;13(1):14-26. doi: 10.11124/jbisrir-2015-1694.
9
Medical students' perceptions of emerging learning communities at one medical school.
Acad Med. 2007 May;82(5):508-15. doi: 10.1097/ACM.0b013e31803eae29.
10
Ethics education in undergraduate pre-health programs. The contribution of undergraduate colleges and universities to the ethical and moral development of future doctors in the medical and dental professions.
Tex Dent J. 2011 Aug;128(8):698-706.

引用本文的文献

1
Defining Learning Communities in the Veterinary Medicine Curriculum.
Med Sci Educ. 2023 Dec 27;34(1):153-160. doi: 10.1007/s40670-023-01957-y. eCollection 2024 Feb.
2
Thinking of Learning Communities? Here Are Some of the Ways They May Benefit Your Medical Students.
J Med Educ Curric Dev. 2024 Jan 8;11:23821205231223303. doi: 10.1177/23821205231223303. eCollection 2024 Jan-Dec.
3
Exploring the Perceptions of mHealth Interventions for the Prevention of Common Mental Disorders in University Students in Singapore: Qualitative Study.
J Med Internet Res. 2023 Mar 20;25:e44542. doi: 10.2196/44542.
4
Determinants of peer selection for collaborative group work of third-year bachelor students in a medical degree programme with learning communities.
Med Educ Online. 2022 Dec;27(1):2111743. doi: 10.1080/10872981.2022.2111743.
5
Utilizing learning communities to deliver an integrated undergraduate medical education curriculum.
Med Educ Online. 2022 Dec;27(1):2011606. doi: 10.1080/10872981.2021.2011606.
6
A Better Learning Community: Mixed-Methods Reveal Medical Student Preferences with Implications for Learning Community Design and Implementation.
J Med Educ Curric Dev. 2021 May 24;8:23821205211014895. doi: 10.1177/23821205211014895. eCollection 2021 Jan-Dec.
7
Fireside Chats: A Novel Wellness Initiative for Medical Students in the COVID-19 Era.
Am Surg. 2022 Jul;88(7):1703-1707. doi: 10.1177/00031348211003060. Epub 2021 Mar 20.
8
The influence of mixing international and domestic students on competency learning in small groups in undergraduate medical education.
BMC Med Educ. 2020 Oct 8;20(1):353. doi: 10.1186/s12909-020-02277-0.
9
Evaluation of a Preclerkship Learning Community Model for Delivering Clinical Skills Curriculum.
J Med Educ Curric Dev. 2019 Jun 19;6:2382120519855061. doi: 10.1177/2382120519855061. eCollection 2019 Jan-Dec.
10
Predictors of Student Engagement in Learning Communities.
J Med Educ Curric Dev. 2019 Apr 17;6:2382120519840330. doi: 10.1177/2382120519840330. eCollection 2019 Jan-Dec.

本文引用的文献

1
The Johns Hopkins learning environment scale: measuring medical students' perceptions of the processes supporting professional formation.
Acad Med. 2015 Jun;90(6):810-8. doi: 10.1097/ACM.0000000000000706.
2
Professional identity formation: creating a longitudinal framework through TIME (Transformation in Medical Education).
Acad Med. 2015 Jun;90(6):761-7. doi: 10.1097/ACM.0000000000000719.
3
Benefits to faculty involved in medical school learning communities.
Med Teach. 2015 May;37(5):476-81. doi: 10.3109/0142159X.2014.947940. Epub 2014 Aug 27.
4
The growth of learning communities in undergraduate medical education.
Acad Med. 2014 Jun;89(6):928-33. doi: 10.1097/ACM.0000000000000239.
5
Medical student mental health 3.0: improving student wellness through curricular changes.
Acad Med. 2014 Apr;89(4):573-7. doi: 10.1097/ACM.0000000000000166.
6
Burnout among U.S. medical students, residents, and early career physicians relative to the general U.S. population.
Acad Med. 2014 Mar;89(3):443-51. doi: 10.1097/ACM.0000000000000134.
7
Updating the Hippocratic Oath to include medicine's social contract.
Med Educ. 2014 Jan;48(1):95-100. doi: 10.1111/medu.12277.
8
Becoming a doctor: a qualitative evaluation of challenges and opportunities in medical student wellness during the third year.
Acad Med. 2013 Apr;88(4):535-40. doi: 10.1097/ACM.0b013e3182860e6d.
9
A "safe space" for learning and reflection: one school's design for continuity with a peer group across clinical clerkships.
Acad Med. 2011 Dec;86(12):1560-5. doi: 10.1097/ACM.0b013e31823595fd.
10
Beyond measure: teaching clinical skills.
J Grad Med Educ. 2010 Mar;2(1):1-3. doi: 10.4300/JGME-D-10-00008.1.

文献AI研究员

20分钟写一篇综述，助力文献阅读效率提升50倍。

立即体验

用中文搜PubMed

大模型驱动的PubMed中文搜索引擎

马上搜索

文档翻译

学术文献翻译模型，支持多种主流文档格式。

立即体验