Yi Tan Yong, Shreyans Panwar, Vallabhajosyula Ranganath
Department of Anatomy, Clinical Sciences Building, Lee Kong Chian School of Medicine, Nanyang Technological University, Singapore, 308323, Singapore.
School of Mechanical and Aerospace Engineering, Nanyang Technological University, Singapore, Singapore.
BMC Med Educ. 2025 Jan 29;25(1):143. doi: 10.1186/s12909-025-06716-8.
Student-centered learning and unconventional teaching modalities are gaining popularity in medical education. One notable approach involves engaging students in producing creative projects to complement the learning of preclinical topics. A systematic review was conducted to characterize the impact of creative project-based learning on metacognition and knowledge gains in medical students.
A systematic search was conducted using MEDLINE and Embase via Ovid, PubMed, CINAHL, Web of Science, Cochrane CENTRAL, and Scopus from January 1st, 1995, to July 6th, 2023. Studies using quantitative, qualitative, or mixed-methods approaches that explored the impact of creative project-based lessons on medical students' educational outcomes were included. Two investigators independently screened the titles and abstracts and extracted data from included articles. A narrative synthesis was conducted to summarize study designs and outcome measures. Content analysis was conducted to generate codes and themes. Study quality was assessed using the Mixed Methods Appraisal Tool in view of the range of study types employed.
The review included 17 studies published between 2010 to 2022. These studies implemented various creative project interventions such as handicraft models, drawings, and concept maps covering multiple topics, including anatomy, histopathology, and fundamental sciences. The identified themes of Enhanced Learning, Collaborative Learning, and Deep Learning led to further themes of Student Engagement, Student Disengagement, and Faculty Engagement. Collaborative learning involves students working in teams and benefitting from effective mentorship. Creative projects facilitated deep learning objectives via interdisciplinary learning and promoted new ways of perceiving concepts. Learning was enhanced through increased interactivity, high conceptual fidelity and improved knowledge retention.
Creative projects undertaken by medical students exhibit attributes that facilitate the acquisition of collaborative and deep learning objectives through self-directed learning, cognitive load modulation, and metacognitive behaviours. Faculty mentorship and group learning amongst peers facilitate these processes, although challenges such as high task demands, cognitive and emotional intensiveness, and mismatch with students; professional identities remain. Overall, students and faculty received these interventions well, thus, warranting further exploration for uses in medical curricula.
Not applicable as this study is a systematic review.
以学生为中心的学习和非传统教学模式在医学教育中越来越受欢迎。一种值得注意的方法是让学生参与创作创意项目，以补充临床前主题的学习。本研究进行了一项系统综述，以描述基于创意项目的学习对医学生元认知和知识获取的影响。
通过Ovid、PubMed、CINAHL、Web of Science、Cochrane CENTRAL和Scopus对MEDLINE和Embase进行系统检索，检索时间为1995年1月1日至2023年7月6日。纳入使用定量、定性或混合方法探讨基于创意项目的课程对医学生教育成果影响的研究。两名研究人员独立筛选标题和摘要，并从纳入的文章中提取数据。进行叙述性综合以总结研究设计和结果测量。进行内容分析以生成代码和主题。鉴于所采用的研究类型范围，使用混合方法评估工具评估研究质量。
该综述纳入了2010年至2022年发表的17项研究。这些研究实施了各种创意项目干预措施，如手工模型、绘图和概念图，涵盖多个主题，包括解剖学、组织病理学和基础科学。确定的增强学习、协作学习和深度学习主题导致了学生参与、学生脱离和教师参与等进一步主题。协作学习包括学生团队合作并受益于有效的指导。创意项目通过跨学科学习促进深度学习目标，并促进了感知概念的新方式。通过增加互动性、高概念保真度和改善知识保留来增强学习。
医学生开展的创意项目具有一些属性，可通过自主学习、认知负荷调节和元认知行为促进协作和深度学习目标的实现。教师指导和同伴间的小组学习促进了这些过程，尽管存在诸如高任务要求、认知和情感强度以及与学生职业身份不匹配等挑战。总体而言，学生和教师对这些干预措施反应良好，因此，值得在医学课程中进一步探索其用途。
本研究为系统综述，不适用试验注册。
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