Reflection and self-directed and group learning improve OSCE scores
Reflection and self-directed and group learning improve OSCE scores
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DOI：
10.1111/j.1743-498x.2010.00377.x
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发表时间：
2010-12-01
期刊：
影响因子：
1.8
通讯作者：
Imanaka, Hiroyuki
中科院分区：
文献类型：
--
作者：
Tagawa, Masami;Imanaka, Hiroyuki
背景：反思和自我导向学习在学习过程中的重要性已被强调，并不可避免地应用于医学教育。反思的学习成果及其应用在医学教育的有效性必须investigated.Methods：在2009年，鹿儿岛大学的86名四年级医学生参加了一个课程的基本临床技能，包括介绍性讲座和小组培训课程。作为这些新的教育干预措施的一部分，学生们接受了关于反思性学习的讲座，在课程期间写下了他们自己对技能培训的反思，并促进了自愿参与自我和团体实践。课程结束后两周，学生通过共同成绩测试参加了六站客观结构化临床考试（OSCE）。将OSCE各站点及总分与2006-2008年的OSCE各站点及总分进行比较，并与2008年全国同站点情景的平均得分进行比较。结果：学生撰写反思报告966份，平均每人11.2份，积极利用教室和教材进行自我和小组实践。2009年OSCE各站及总分均高于2008年：OSCE总分、体格检查（PE）站及运动技能有明显提高，但“面试”和“头颈部”PE得分无明显提高。我们的新教育干预让学生体验到对技能培训的反思，并促进学生的体验式学习。我们的结论是，它是有效的，至少在初始阶段的基本临床技能培训。学生对交际能力的反思有待提高。
Background:Reflection and self-directed learning have been emphasised as important in the process of learning, and are inevitably applied in medical education. The effectiveness of reflection on learning outcomes and its application in medical education must be investigated.Methods: In 2009, 86 fourth-year medical students at Kagoshima University took a course in basic clinical skills that included introductory lectures and small group training sessions. As part of these new educational interventions, the students received a lecture on reflective learning, wrote down their own reflections on skills training during the course, and voluntary participation in self- and group practice was promoted. Two weeks after the course, the students took six stations of the Objective Structured Clinical Examination (OSCE) via the Common Achievement Test. Each station and total score of the OSCE were compared with those from 2006-2008, and with national mean scores of the same station scenario in 2008.Results: Students wrote 966 reflection reports (11.2 reports per student), and actively used rooms and materials for self- and group practice. All station and total scores of the OSCE in 2009 were higher than those in 2008: the total scores of the OSCE, the physical examination (PE) station and suturing skills were significantly improved, but the scores for 'Interview' and 'Head and Neck' PE were not.Discussion: Our new educational intervention enabled students to experience some reflection on skills training, and facilitated students' experiential learning. We conclude that it was effective at least in the initial phase of basic clinical skills training. The students' reflection on communication skills needs to be improved.