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首页> 外文期刊>Advances in physiology education >Involving a real patient in the design and implementation of case-based learning to engage learners
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Involving a real patient in the design and implementation of case-based learning to engage learners

机译：让真正的患者参与基于案例的学习的设计和实现，以吸引学习者

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Real patients offer unique opportunities to develop authentic, engaging, and transformative learning experiences for students. Patients are widely employed to teach clinical and interpersonal skills in the clerkship phase of their medical education (M3–M4), but have not been extensively included in the preclinical curriculum (M1–M2) when students are focused on acquiring foundational biomedical science knowledge. To maximize learning and help students connect foundational and clinical science concepts to real-world clinical problems, we involved a real patient in the creation and implementation of a case-based learning (CBL) activity in our preclinical curriculum. Using the patient’s narrative as a framework, the CBL addressed relevant aspects of physiology, pathophysiology, anatomy, pharmacology, and nutrition, as well as clinical care decisions, health literacy, and medical ethics. The intervention was implemented with the 2019 and 2020 graduating medical school classes during the Gastrointestinal Systems course in the second year of our curriculum. The results of a survey revealed that, overall, a majority of the students agreed or strongly agreed that the activity increased engagement in class, increased the depth of discussion within their teams, increased the depth of discussion between teams, helped students to apply basic science concepts to the clinical material in the case, helped students better understand the disease processes described in the case, enhanced awareness of the complexity of patient care, provided an authentic learning experience, and elicited a feeling of empathy.
机译：真正的患者为学生提供了独特的机会来发展真实，引人入胜和变革性的学习体验。在医学教育的秘书阶段（M3-M4），患者被广泛用于教授临床和人际交往技能，但是当学生专注于获得基础生物医学科学知识时，并未被广泛纳入临床前课程（M1-M2）。为了最大程度地学习并帮助学生将基础科学和临床科学概念与现实世界中的临床问题联系起来，我们在临床前课程中让一名真正的患者参与了基于案例的学习（CBL）活动的创建和实施。 CBL以患者的叙述为框架，讨论了生理学，病理生理学，解剖学，药理学和营养学以及临床护理决策，健康素养和医学伦理学的相关方面。该干预措施是在课程第二年的胃肠系统课程期间于2019年和2020年的医学院毕业班实施的。调查结果显示，总体而言，大多数学生同意或强烈同意该活动增加了课堂参与度，增加了团队内部的讨论深度，增加了团队之间的讨论深度，有助于学生应用基础科学病例临床材料的概念，帮助学生更好地理解病例中描述的疾病过程，增强了对患者护理复杂性的认识，提供了真实的学习体验，并引起了同理心。

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