摘要
目的评估多学科协作在医学教育中的有效性。方法系统检索PubMed、Embase和Cochrane等英文电子数据库,研究比较多学科教学和传统教学在医学教育中对学生专业知识认知、技能和团队合作方面的影响。结果共纳入12项研究,包括多学科教学组1509位医药卫生专业学生和对照组的2576名医药卫生专业学生。meta分析发现,与传统教学模式相比,多学科教学模式显著提高了学生专业知识认知、技能和团队合作方面平均得分3.46(95%CI:2.11~4.81;P<0.001)。结论通过比较多学科教学干预组与对照组在专业知识认知、技能和团队合作方面的表现,发现干预组取得了显著的收益,表明多学科协作教学干预模式具有积极的教育价值。
Objective To evaluate the effectiveness of multidisciplinary collaboration in medical education.Methods Electronic databases such as PubMed,Embase and Cochrane were systematically searched to study and compare the impact of multidisciplinary teaching and traditional teaching on medical students'professional knowledge cognition,skills and teamwork.Results A total of 12 studies were included,involving 1,509 medical and health professional students in the multidisciplinary teaching group and 2,576 medical and health professional students in the control group.Meta-analysis showed that compared with the traditional teaching mode,the multidisciplinary teaching mode significantly increased the average scores of students in professional knowledge cognition,skills and teamwork by 3.46(95%CI:2.11-4.81;P<0.001).Conclusion By comparing the performance of the multidisciplinary teaching intervention group and the control group in terms of professional knowledge cognition,skills and teamwork,it is found that the intervention group has achieved significant benefits,indicating that the multidisciplinary collaborative teaching intervention mode has positive educational value.
作者
许燕萍
李婧
俞爽
洪云霞
朱红
XU Yan-ping;LI Jing;YU Shuang;HONG Yun-xia;ZHU Hong(Neonatal Intensive Care Unit,National Clinical Research Center for Child Health,Children's Hospital of Zhejiang University School of Medicine,Hangzhou,Zhejiang 310052,China;Office of Education,National Clinical Research Center for Child Health,Children's Hospital of Zhejiang University School of Medicine,Hangzhou 310052,Zhejiang,China)
出处
《继续医学教育》
2025年第7期59-64,共6页
Continuing Medical Education
基金
国家自然科学基金面上项目(81873845)。
关键词
医学教育
学科协作
META分析
系统评价
medical education
interdisciplinary collaboration
meta-analysis
systematic review
