PDF(Pubmed)
Abstract：
BACKGROUND: The future success of any graduate or professional degree program is dependent upon continuous feedback provided by instructors and students. Various teaching models used by medical educators include didactics, problem/case-based learning, small/large group work, distance/online education, simulation, labs, and service/experiential learning. Action Learning is a process \"that involves a small group working on real problems, taking action, and learning as individuals, as a team, and as an organization.\" Medical school curricula usually begin with a mostly knowledge-based approach to learning the relevant science courses. While it may include some experiential learning, there is limited organized reflection. The idea inherent in Action Learning is \"learn while doing\" and \"reflect on the experience.\" This paper reports the process and outcomes of using the Action Learning Model (ALM) in teaching a master\'s level assessment and measurement medical education class.
OBJECTIVE: The objective of this quality improvement education study was to ascertain students\' knowledge, skills, and attitudes demonstrated in conducting substantive evaluations using the ALM in a graduate medical education assessment and measurement course.
METHODS: This study was a formative evaluation of a 16-week master\'s level medical education assessment and measurement course. The curriculum included teaching the traditional knowledge, skills, and attitudes (KSAs) to conduct formative and summative evaluations in medical education. In addition, students learned applicable quality improvement skills. Specifically, they learned how to identify and work with valid customer (student) requirements, how to map and improve processes, and how to collect and analyze process data. Students were taught the KSAs while conducting a formative evaluation of the class as their major project. They evaluated the class they were taking while reflecting on the experience. In addition to the ALM, the course incorporated both the Bloom Taxonomy (a hierarchical framework for cognition and learning objectives) and the Kirkpatrick Model (a globally recognized method of evaluating the results of training and learning programs). The one-sample significance test was used to evaluate the median of the difference between the pre-and post-test groups. Descriptive statistics were also performed.
RESULTS: Nine students who were medical students, dental students, physicians, and simulation lab technicians participated in the course. Students learned medical education assessment and measurement of knowledge, skills, and attitudes (KSAs) and experienced the process of performing a formative evaluation. The post-test results for all students combined revealed that 277 of the 450 (61.6%) data points were greater than zero. A total of 139 data points showed no improvement and 34 results were worse than the pretest. Discussion: The ALM for teaching assessment and measurement in medical education can be challenging, but it may provide a more realistic and rewarding educational experience. The students gained a greater appreciation of the positive and negative aspects of using an experiential approach. Finally, the weekly formative surveys provided regular feedback that led to instructional improvements. With regards to medical education, action learning is best suited for students during the clinical phase of their education.
OBJECTIVE: The objective of this quality improvement education study was to ascertain students\' knowledge, skills, and attitudes demonstrated in conducting substantive evaluations using the ALM in a graduate medical education assessment and measurement course.
METHODS: This study was a formative evaluation of a 16-week master\'s level medical education assessment and measurement course. The curriculum included teaching the traditional knowledge, skills, and attitudes (KSAs) to conduct formative and summative evaluations in medical education. In addition, students learned applicable quality improvement skills. Specifically, they learned how to identify and work with valid customer (student) requirements, how to map and improve processes, and how to collect and analyze process data. Students were taught the KSAs while conducting a formative evaluation of the class as their major project. They evaluated the class they were taking while reflecting on the experience. In addition to the ALM, the course incorporated both the Bloom Taxonomy (a hierarchical framework for cognition and learning objectives) and the Kirkpatrick Model (a globally recognized method of evaluating the results of training and learning programs). The one-sample significance test was used to evaluate the median of the difference between the pre-and post-test groups. Descriptive statistics were also performed.
RESULTS: Nine students who were medical students, dental students, physicians, and simulation lab technicians participated in the course. Students learned medical education assessment and measurement of knowledge, skills, and attitudes (KSAs) and experienced the process of performing a formative evaluation. The post-test results for all students combined revealed that 277 of the 450 (61.6%) data points were greater than zero. A total of 139 data points showed no improvement and 34 results were worse than the pretest. Discussion: The ALM for teaching assessment and measurement in medical education can be challenging, but it may provide a more realistic and rewarding educational experience. The students gained a greater appreciation of the positive and negative aspects of using an experiential approach. Finally, the weekly formative surveys provided regular feedback that led to instructional improvements. With regards to medical education, action learning is best suited for students during the clinical phase of their education.
摘要：
背景：任何研究生或专业学位课程的未来成功都取决于教师和学生提供的持续反馈。医学教育工作者使用的各种教学模式包括教学法，基于问题/案例的学习，小型/大型小组工作，远程/在线教育，模拟,labs,和服务/体验式学习。行动学习是一个过程，涉及一个小组在实际问题上工作，采取行动,作为个体学习，作为一个团队,作为一个组织。“医学院课程通常以主要基于知识的方法开始学习相关的科学课程。虽然它可能包括一些体验式学习，有组织的反思是有限的。行动学习固有的想法是“边做边学”和“反思经验”。“本文报告了在硕士水平评估和测量医学教育课程中使用行动学习模型（ALM）的过程和结果。
目的：这项质量改进教育研究的目的是确定学生的知识，技能,以及在研究生医学教育评估和测量课程中使用ALM进行实质性评估时所表现出的态度。
方法：本研究是对为期16周的硕士水平医学教育评估和测量课程的形成性评估。课程包括教授传统知识，技能,和态度(KSAs)在医学教育中进行形成性和总结性评价。此外,学生学到了适用的质量改进技能。具体来说,他们学会了如何识别和有效的客户（学生）要求，如何绘制和改进流程，以及如何收集和分析过程数据。在对班级进行形成性评估作为其主要项目的同时，向学生教授了KSA。他们在反思经验的同时评估了他们所参加的课程。除了ALM,该课程纳入了Bloom分类学（认知和学习目标的分层框架）和Kirkpatrick模型（一种全球公认的评估培训和学习计划结果的方法）。单样本显著性检验用于评估测试前和测试后组间差异的中位数。还进行了描述性统计。
结果：九名医学生，牙科学生,医师,和模拟实验室技术人员参加了课程。学生所学的医学教育知识的评估和测量，技能,和态度(KSA)，并经历了执行形成性评估的过程。所有学生的后测结果显示，450个数据点中的277个（61.6％）大于零。共有139个数据点显示没有改善，有34个结果比预测试差。讨论：用于医学教育教学评估和测量的ALM可能具有挑战性，但它可能提供更现实和有益的教育经验。学生对使用经验方法的积极和消极方面有了更大的了解。最后,每周的形成性调查提供了定期的反馈，从而改善了教学。关于医学教育，行动学习最适合学生在临床阶段的教育。
目的：这项质量改进教育研究的目的是确定学生的知识，技能,以及在研究生医学教育评估和测量课程中使用ALM进行实质性评估时所表现出的态度。
方法：本研究是对为期16周的硕士水平医学教育评估和测量课程的形成性评估。课程包括教授传统知识，技能,和态度(KSAs)在医学教育中进行形成性和总结性评价。此外,学生学到了适用的质量改进技能。具体来说,他们学会了如何识别和有效的客户（学生）要求，如何绘制和改进流程，以及如何收集和分析过程数据。在对班级进行形成性评估作为其主要项目的同时，向学生教授了KSA。他们在反思经验的同时评估了他们所参加的课程。除了ALM,该课程纳入了Bloom分类学（认知和学习目标的分层框架）和Kirkpatrick模型（一种全球公认的评估培训和学习计划结果的方法）。单样本显著性检验用于评估测试前和测试后组间差异的中位数。还进行了描述性统计。
结果：九名医学生，牙科学生,医师,和模拟实验室技术人员参加了课程。学生所学的医学教育知识的评估和测量，技能,和态度(KSA)，并经历了执行形成性评估的过程。所有学生的后测结果显示，450个数据点中的277个（61.6％）大于零。共有139个数据点显示没有改善，有34个结果比预测试差。讨论：用于医学教育教学评估和测量的ALM可能具有挑战性，但它可能提供更现实和有益的教育经验。学生对使用经验方法的积极和消极方面有了更大的了解。最后,每周的形成性调查提供了定期的反馈，从而改善了教学。关于医学教育，行动学习最适合学生在临床阶段的教育。
