Gary Sam E, Chang Samuel F, Quinn Colin H, Baños James, Hubner Brook
Medical Scientist Training Program, University of Alabama at Birmingham Marnix E. Heersink School of Medicine, Birmingham, AL USA.
Department of Medical Education, University of Alabama at Birmingham Marnix E. Heersink School of Medicine, Birmingham, AL USA.
Med Sci Educ. 2024 Jun 14;34(5):997-999. doi: 10.1007/s40670-024-02096-8. eCollection 2024 Oct.
Active learning and peer instruction contribute to positive learning outcomes. We developed a 25-week, question-based program for first-year medical students (MS1). Senior students developed weekly question and answer sets. Second-year peer educators helped MS1s learn to collaboratively problem solve by working through the questions and answer explanations. Controlling for average MCAT 2015 score, attendance significantly correlated with improved academic performance in basic science coursework (beta = 0.196, < .001) and one organ systems module (beta = 0.104, = .033). Academic outcomes and an 83% sustained participation rate point to the benefits of peer-led, positive learning environments.
主动学习和同伴指导有助于取得积极的学习成果。我们为一年级医学生（MS1）开发了一个为期25周的基于问题的课程。高年级学生每周编写问答集。二年级的同伴教育者通过讲解问题和答案帮助MS1学生学会合作解决问题。在控制2015年MCAT平均成绩的情况下，出勤率与基础科学课程学业成绩的提高显著相关（β = 0.196，P < 0.001），在一个器官系统模块中也显著相关（β = 0.104，P = 0.033）。学业成果和83%的持续参与率表明了同伴主导的积极学习环境的益处。
