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首页> 外文期刊>Medical teacher >What has changed in the evidence for early experience? Update of a BEME systematic review.
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What has changed in the evidence for early experience? Update of a BEME systematic review.

机译：早期经验的证据发生了什么变化？ BEME系统评价的更新。

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BACKGROUND: We previously reviewed evidence published from 1992 to 2001 concerning early experience for healthcare undergraduates (Dornan T, Littlewood S, Margolis S, Scherpbier A, Spencer J, Ypinazar V. 2006. How can experience in clinical and community settings contribute to early medical education? A BEME systematic review. Med Teach 28:3-18). This subsequent study reviews evidence published from 2002 to 2008. AIMS: Identify changes in the evidence base; determine the value of re-reviewing; set a future research agenda. METHODS: The same search strategy as in the original review was repeated. Newly identified publications were critically appraised against the same benchmarks of strength and educational importance. RESULTS: Twenty-four new empirical studies of early authentic experience in education of health professionals met our inclusion criteria, yielding 96 outcomes. Sixty five outcomes (from 22 studies) were both educationally important and based on strong evidence. A new significant theme was found: the use of early experience to help students understand and align themselves with patient and community perspectives on illness and healthcare. More publications were now from outside Europe and North America. CONCLUSIONS: In addition to supporting the findings of our original review, this update shows an expansion in research sources, and a shift in research content focus. There are still questions, however, about how early authentic experience leads to particular learning outcomes and what will make it most educationally effective.
机译：背景：我们之前回顾了1992年至2001年发表的有关医疗专业本科生早期经历的证据（Dornan T，Littlewood S，Margolis S，Scherpbier A，Spencer J，Ypinazar V.2006。如何在临床和社区环境中体验会有助于早期医疗教育吗？是BEME的系统评价，Med Teach 28：3-18）。此后续研究回顾了2002年至2008年发布的证据。确定重新审核的价值;设定未来的研究议程。方法：重复与原始评论相同的搜索策略。新发现的出版物根据强度和教育重要性的相同基准进行了严格评估。结果：二十四项对卫生专业人员的早期真实经验进行的新的实证研究满足了我们的纳入标准，产生了96项结果。六十五项结果（来自22项研究）既具有教育意义，又基于有力的证据。发现了一个新的重要主题：利用早期经验来帮助学生理解患者和社区对疾病和保健的观点并使他们与之相适应。现在更多的出版物来自欧洲和北美以外的地区。结论：除了支持我们原始评论的发现之外，此更新还显示了研究来源的扩展以及研究内容重点的转移。但是，关于早期的真实体验如何导致特定的学习成果以及如何使其在教育上最有效的问题仍然存在疑问。

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