Rodríguez-Martín Ivan, Condés Emilia, Sánchez-Gómez Judit, Azpeleta Clara, Tutor Antonio S, Lesmes Marta, Gal Beatriz
Faculty of Experimental Sciences, Universidad Francisco de Vitoria, Pozuelo de Alarcón, Spain.
Facultad de Ciencias Biomédicas y de la Salud, Departamento de Medicina, Universidad Europea de Madrid, Villaviciosa de Odón, Spain.
Front Med (Lausanne). 2024 Jul 18;11:1383975. doi: 10.3389/fmed.2024.1383975. eCollection 2024.
Medical curricula must provide students with basic and clinical competencies for critical reasoning and diagnosing. These competencies are better acquired when basic and clinical science are taught in an integrated and collaborative manner. In this study, we investigate whether supportive co-teaching (SCT) is an effective approach to promote integrated and reasoned learning as well as to help medical students applying theoretical concepts to clinical scenarios taught in a team-based learning (TBL) framework.
We conducted a concurrent mixed methods study. For the qualitative part, we performed a focus group and semi-structured interviews to clinical and basic science teachers and medical students. Using conventional content analysis, themes were identified deductively. For the quantitative part, an analytical and descriptive observational study of the 2019-2020 cohort of first-year undergraduate medical students was conducted (107 students out of 220 completed the survey). For the descriptive study, questions were grouped into 5 categories.
Deductive themes from the analysis include relationship between clinical and basic science teachers, knowledge integration, methodology, teamwork and integrated Medicine and curricular design. Basic science and clinical teachers highlighted their relationship as critical to increase their mutual knowledge. This was supported by the student's opinion who very much valued their joint feedback. Regarding knowledge integration, both teachers and students found that horizontal and vertical integration enhanced applicability of basic knowledge to future clinical practice. The TBL methodology was very well perceived by both students and teachers and was highly motivating for students even though the need for commitment. Students considered that this program presented a great opportunity and expressed their interest in maintaining it in the future. These results were supported by the quantitative data.
Our work supports the value of co-teaching in basic and clinical sciences within a TBL framework set in real clinical case scenarios. By employing this approach, students can actively apply their theoretical knowledge to clinical practice, enhancing their critical thinking, problem-solving, and clinical reasoning skills. Our findings can inform curriculum design and improved educational practice, leading to enhanced learning experiences for healthcare students and ultimately better patient care.
医学课程必须为学生提供批判性推理和诊断的基础及临床能力。当基础科学和临床科学以整合与协作的方式进行教学时，这些能力能得到更好的培养。在本研究中，我们调查支持性联合教学（SCT）是否是一种有效的方法，以促进整合性和理性学习，并帮助医学生将理论概念应用于基于团队学习（TBL）框架下讲授的临床情景中。
我们进行了一项同步混合方法研究。对于定性部分，我们对临床和基础科学教师以及医学生进行了焦点小组和半结构化访谈。使用常规内容分析法，通过演绎法确定主题。对于定量部分，对2019 - 2020学年本科一年级医学生队列进行了分析性和描述性观察研究（220名学生中有107名完成了调查）。对于描述性研究，问题分为5类。
分析得出的演绎主题包括临床和基础科学教师之间的关系、知识整合、教学方法、团队合作以及整合医学和课程设计。基础科学教师和临床教师强调他们的关系对于增加彼此的知识至关重要。学生的观点也支持了这一点，他们非常重视教师的联合反馈。关于知识整合，教师和学生都发现横向和纵向整合增强了基础知识在未来临床实践中的适用性。学生和教师都对TBL教学方法评价很高，尽管需要投入精力，但它对学生极具激励性。学生认为该项目提供了一个很好的机会，并表示有兴趣在未来继续开展。定量数据支持了这些结果。
我们的研究支持在真实临床案例情景的TBL框架下进行基础科学和临床科学联合教学的价值。通过采用这种方法，学生可以将理论知识积极应用于临床实践，提高他们的批判性思维、解决问题和临床推理能力。我们的研究结果可为课程设计和改进教育实践提供参考，从而为医学生带来更好的学习体验，并最终实现更好的患者护理。
