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利用医学生反馈改进临床实习前课程中的教学案例

Utilizing Medical Student Feedback to Improve Teaching Cases in Pre-clerkship Curricula.

作者信息

Bruner Lia Pierson, Topper Leah, Baldwin Amy, House Ellen M, Chappell M Tresa, Hill Janette R

机构信息

Department of Family and Community Medicine, Augusta University/University of Georgia Medical Partnership, UGA Health Sciences Campus, Russell Hall, Room 235K, 1425 Prince Ave., Athens, GA 30602 USA.

Department of Family Medicine and Community Health, Duke University School of Medicine, Durham, NC USA.

出版信息

Med Sci Educ. 2024 Aug 2;34(6):1295-1299. doi: 10.1007/s40670-024-02128-3. eCollection 2024 Dec.

DOI:10.1007/s40670-024-02128-3
PMID:39758473
原文链接:https://pmc.ncbi.nlm.nih.gov/articles/PMC11699177/
Abstract

Feedback is an essential part of continuous quality improvement of cases used in medical curricula. This report describes results of qualitative analysis of feedback to elucidate what worked well and what needed improvement from the lens of our pre-clerkship medical students. Complexity, realism, and use of media were themes identified as strengths. Increasing the complexity, realism, and media as well as clarifying test results were themes for suggested improvements. While some feedback themes were similar across pre-clerkship years, others differed between first- and second-year students, likely representing the evolution of our learners.

摘要

反馈是医学课程中病例持续质量改进的重要组成部分。本报告描述了反馈的定性分析结果，以从我们临床前医学生的角度阐明哪些方面效果良好以及哪些方面需要改进。复杂性、真实性和媒体使用被确定为优势主题。增加复杂性、真实性和媒体使用以及澄清测试结果是建议改进的主题。虽然临床前各年级的一些反馈主题相似，但一年级和二年级学生之间的其他主题有所不同，这可能代表了我们学习者的成长过程。

https://cdn.ncbi.nlm.nih.gov/pmc/blobs/6885/11699177/5ff65762f815/40670_2024_2128_Fig2_HTML.jpg
https://cdn.ncbi.nlm.nih.gov/pmc/blobs/6885/11699177/7439895259c5/40670_2024_2128_Fig1_HTML.jpg
https://cdn.ncbi.nlm.nih.gov/pmc/blobs/6885/11699177/5ff65762f815/40670_2024_2128_Fig2_HTML.jpg
https://cdn.ncbi.nlm.nih.gov/pmc/blobs/6885/11699177/7439895259c5/40670_2024_2128_Fig1_HTML.jpg
https://cdn.ncbi.nlm.nih.gov/pmc/blobs/6885/11699177/5ff65762f815/40670_2024_2128_Fig2_HTML.jpg

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本文引用的文献

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Med Sci Educ. 2022 Dec 7;33(1):215-222. doi: 10.1007/s40670-022-01681-z. eCollection 2023 Feb.
2
Evaluating and implementing an opportunity for diversity and inclusion in case-based learning.评估并落实在基于案例的学习中实现多元化与包容性的契机。
Can Med Educ J. 2021 Sep 14;12(4):146-148. doi: 10.36834/cmej.71412. eCollection 2021 Sep.
3
Teaching LGBT+ Health and Gender Education to Future Doctors: Implementation of Case-Based Teaching.
教授 LGBT+健康和性别教育给未来的医生：基于案例的教学实施。
Int J Environ Res Public Health. 2021 Aug 10;18(16):8429. doi: 10.3390/ijerph18168429.
4
Application of case-based learning in medical student education: a meta-analysis.基于案例的学习在医学生教育中的应用：一项荟萃分析。
Eur Rev Med Pharmacol Sci. 2021 Apr;25(8):3173-3181. doi: 10.26355/eurrev_202104_25726.
5
Scaffolding medical student knowledge and skills: team-based learning (TBL) and case-based learning (CBL).搭建医学生的知识与技能体系：基于团队的学习（TBL）和基于案例的学习（CBL）。
BMC Med Educ. 2021 Apr 26;21(1):238. doi: 10.1186/s12909-021-02638-3.
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PLoS One. 2021 Apr 21;16(4):e0249425. doi: 10.1371/journal.pone.0249425. eCollection 2021.
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The effectiveness of the combined problem-based learning (PBL) and case-based learning (CBL) teaching method in the clinical practical teaching of thyroid disease.基于问题的学习（PBL）与基于案例的学习（CBL）相结合的教学方法在甲状腺疾病临床实践教学中的有效性。
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Addressing Race, Culture, and Structural Inequality in Medical Education: A Guide for Revising Teaching Cases.解决医学教育中的种族、文化和结构性不平等问题：修订教学案例指南。
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