How do medical students learn in an online community diagnostics program?
How do medical students learn in an online community diagnostics program?
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DOI：
10.1186/s12909-023-04007-8
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发表时间：
2023-01-10
影响因子：
3.6
通讯作者：
Fujishima, Seitaro
中科院分区：
文献类型：
--
作者：
Haruta, Junji;Ando, Takayuki;Fujishima, Seitaro
关键词：
越来越需要让医学生了解不同社区健康的社会和环境决定因素。然而，以前的审查指出，有限的社区诊断方案和方案评估。鉴于这些方案的可行性，预计将在网上广泛提供。因此，本研究采用现实主义的方法，通过在线社区诊断程序来识别学习模式，即背景（C），机制（M）和结果（O）模式。在日本的一所医科大学为四年级和五年级的医学生进行了为期2周的全科医学临床实践项目。该计划包括一个小时的缩放为基础的讲座，反馈学生对他们的社区诊断介绍，并对社区诊断的结构报告。我们开发了基于变异理论的程序，该理论将具有时间，空间和社会维度的情况下的识别和变异视为核心学习。通过CMO的观点，学生对他们通过该计划学习的反思进行了主题分析。在线诊断程序评估中使用的现实主义方法使我们能够探索、测试和改进在什么条件（背景）下以及在什么干预（包括机会和资源）下起作用的机制，从中我们可以描述迭代可解释的结果。首先，医学生，谁花了他们的大部分时间在有限的居住区，他们居住在，通过发现学习和同龄人之间的比较，发现自己的社区的特点。第二，他们通过社区诊断在他们熟悉的社区中发现具体问题，从而增加了他们对社区的内在兴趣。第三，他们重视社区诊断，确定他们的学习责任下的健康问题的当地数据之间的关系。第四，他们的思维变得更加灵活，创造了适合当地社区的新知识，并鼓励他们进行自我反思。在这个在线社区诊断项目中，医学生通过四种学习模式了解社区。医学生可以开发社区的理解与兴趣使用变异理论作为程序开发的角度和认知灵活性理论周围的基本模糊性和抽象的社区。在线版本包含补充材料，可通过10.1186/s12909 - 023 - 04007 - 8获得。
The need to engage medical students in understanding the social and environmental determinants of health in disparate communities is increasing. However, previous reviews have noted the limited community diagnosis programs and program evaluation. Given the feasibility of the programs, it is expected to be widely available online. Therefore, this study used a realist approach to identify learning patterns through an online community diagnosis program, namely context (C), mechanism (M), and outcomes (O) patterns. A 2-week general medicine clinical practice program was conducted for 4th- and 5th-year medical students at a medical university in Japan. The program included a one-hour zoom-based lecture, feedback for students on their presentations on community diagnosis, and a structural report on community diagnosis. We developed the program based on variation theory, which views discernment and variation in situations having time, space, and social dimensions as core learning. The students' reflections on their learning through the program were thematically analyzed through CMO perspectives. The realist approach used in the online diagnosis program evaluation allows us to explore, test, and refine what mechanisms work under what conditions (context) and with what interventions (including opportunities and resources), from which we can describe iteratively explainable results. First, the medical students, who spent most of their time in the limited residential areas they lived in, discovered the characteristics of their own community by discovery learning and comparison among peers. Second, they increased their intrinsic interest in the community by discerning specific issues in their familiar community through community diagnosis. Third, they valued community diagnosis by identifying relationships between local data on health issues under their learning responsibility. Fourth, they become more flexible in their thinking and created new knowledge that would fit the local community, and their reflection on themselves was encouraged. In this online community diagnosis program, medical students learned about the community through four types of learning patterns. Medical students may develop an understanding of community with interest using variation theory as a program development perspective and cognitive flexibility theory surrounding the essential ambiguity and abstraction of community. The online version contains supplementary material available at 10.1186/s12909-023-04007-8.
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