Implementing Kolb´s Experiential Learning Cycle by Linking Real Experience, Case-Based Discussion and Simulation.
Implementing Kolb´s Experiential Learning Cycle by Linking Real Experience, Case-Based Discussion and Simulation.
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DOI：
10.1177/23821205221091511
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发表时间：
2022-01
影响因子：
2.8
通讯作者：
Berberat, P. O.
中科院分区：
文献类型：
--
作者：
Wijnen-Meijer, M.;Brandhuber, T.;Schneider, A.;Berberat, P. O.
背景：为了让医科学生为他们的未来做好准备，他们必须熟悉临床实践，例如通过模拟、见习和讨论病例。根据科尔布的体验式学习周期，通过连接这些不同的方法，可以加强学习效果。在为准备成为全科医生的学生制定教学计划的过程中，我们采用了一种新的教学方法，根据科尔布的体验式学习周期，教育形式是相互联系的。这些课程的内容由家庭医学实习的可信赖专业活动（EPAs）结合全科医生实践中最常见的病人主诉来确定。2019年，第一门课程在德国慕尼黑工业大学实施，共有6名医科学生。第一个研讨会讨论学生在家庭医学实习期间亲眼见过的病人。此外，还讨论了匹配理论，并进行了技巧练习。在接下来的研讨会中，学生们将所学到的知识和技能应用到标准化患者的场景中。学生们对这些课程的评价是积极的。评估表明，他们发现讨论个人经验的病例和实践的机会非常宝贵。根据科尔布的体验式学习周期设计课程，将经验、理论和模拟结合起来，是对现有医学教育教学形式的宝贵补充。学生们既喜欢讨论亲身经历的病例，也喜欢在模拟环境中重新练习类似病例的机会。为了更深入地了解学习效果，建议在不同的上下文中进一步探索这种方法。
Background: To prepare medical students for their future, they must become acquainted with clinical practice, for example by means of simulations, clerkships and discussing patient cases. By connecting these different approaches, according to Kolb´s experiential learning cycle, the learning effect can be strengthened. In the development of a didactical program for students who are being prepared for their role as general practitioners, we have adopted a new didactic approach, in which educational formats are interlinked, according to Kolb´s experiential learning cycle. The content of these courses is determined by the Entrustable Professional Activities (EPAs) for the clerkship in family medicine, combined with the most common chief complaints of patients in the GP's practice. In 2019, the first course was implemented at the Technical University of Munich, Germany, with 6 medical students. A first seminar discusses patients who the students have seen for themselves during their clerkship in family medicine. In addition, matching theory is discussed and skills are practiced. In the next seminar, students apply the acquired knowledge and skills in scenarios with standardized patients. Students evaluated the courses as positive. The evaluations show they find discussing personally experienced patient cases and the opportunity to practice very valuable. A course design according to Kolb's Experiential learning cycle, which integrates experience, theory and simulation, is a valuable addition to existing forms of teaching in medical education. Students appreciated both discussing personally experienced patient cases and the opportunity to re-practice similar cases in a simulated environment. To gain more insight into the learning effects, it is recommended to further explore this approach in a different context.
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