走向P(u)BLIQ：通过一种新型混合方法成功将本科医学生从基于问题的学习转变为探究性案例学习。

Going P(u)BLIQ: Successfully Transitioning Undergraduate Medical Students from Problem-Based Learning to Inquiry Case Learning Through a Novel Hybrid Approach.

作者信息

Griffin Daniel P, Ortega Maria, O'Malley Chasity B

机构信息

Dr. Kiran C. Patel College of Allopathic Medicine, Nova Southeastern University, Fort Lauderdale, FL USA.

School of Medicine, The University of Texas at Tyler, Tyler, TX USA.

出版信息

Med Sci Educ. 2024 Jun 22;34(5):1079-1089. doi: 10.1007/s40670-024-02097-7. eCollection 2024 Oct.

DOI:10.1007/s40670-024-02097-7

PMID:39450031

原文链接:https://pmc.ncbi.nlm.nih.gov/articles/PMC11496440/

Abstract

PURPOSE

Problem-based learning (PBL) is an established learning method in medical education that uses small groups to address a "problem" in the form of a patient's medical condition. Compared to lectures, there is compelling evidence that PBL performs better in numerous areas including student basic knowledge and satisfaction. Inquiry case (IQ) learning is a modified form of PBL, which can be described as faster-paced and requires more student responsibility. Here, a novel strategy to transition students from the PBL to IQ format is introduced that can be adopted by other programs engaging in PBL.

METHOD

Students already engaged in PBL were introduced to the IQ format through participation in a series of hybrid PBL/IQ cases. A voluntary, anonymous survey about the hybrid system was conducted with two cohorts of students. The timing of the survey was after engaging in IQ learning following completion of the PBL/IQ hybrid system.

RESULTS

Eighty-seven of the 103 (84.47%) students completed the survey. Regarding the approach to IQ learning, students in a leader position (66.28%, = 57) used journal articles as resources more than non-leaders (54.65%, = 47) ( < 0.05). Qualitative data analysis provided insights into the biggest challenges students face as IQ learning leaders (activity creation (40%, = 52/130 responses)) and non-leaders (level of preparedness (46%, = 37/80 responses)). Survey responses also reported the positive impact the PBL/IQ hybrid system had on their success in IQ learning.

CONCLUSIONS

This PBL/IQ hybrid method addresses the biggest challenges faced in the IQ format as leaders and non-leaders, including preparedness, time management within the sessions and in preparing for the sessions, and creating the learning experience for the second day of cases. Additionally, the hybrid approach assisted students with their transition to increased student responsibilities in the IQ format, while allowing them to develop successful strategies for success in IQ learning.

SUPPLEMENTARY INFORMATION

The online version contains supplementary material available at 10.1007/s40670-024-02097-7.

摘要

目的

基于问题的学习（PBL）是医学教育中一种既定的学习方法，它通过小组来解决以患者病情形式呈现的“问题”。与讲座式教学相比，有令人信服的证据表明，PBL在包括学生基础知识和满意度等众多方面表现更佳。探究式案例（IQ）学习是PBL的一种改良形式，其特点可描述为节奏更快且要求学生承担更多责任。在此，介绍一种将学生从PBL模式过渡到IQ模式的新颖策略，其他开展PBL的项目也可采用。

方法

已参与PBL的学生通过参与一系列PBL/IQ混合案例被引入IQ模式。对两组学生进行了关于该混合系统的自愿、匿名调查。调查时间是在完成PBL/IQ混合系统并参与IQ学习之后。

结果

103名学生中有87名（84.47%）完成了调查。关于IQ学习方法，担任领导角色的学生（66.28%，n = 57）比非领导角色的学生（54.65%，n = 47）更多地将期刊文章用作资源（P < 0.05）。定性数据分析揭示了学生作为IQ学习领导者（活动创建（40%，n = 52/130份回复））和非领导者（准备程度（46%，n = 37/80份回复））所面临的最大挑战。调查回复还报告了PBL/IQ混合系统对他们在IQ学习中取得成功的积极影响。