International Journal of Medical Education最新文献_第7页

Teacher as role model in developing professional behavior of medical students: a qualitative study. 教师在医学生职业行为发展中的榜样作用:一项质性研究。

IF 3.1 Q2 EDUCATION, SCIENTIFIC DISCIPLINES

International Journal of Medical Education

Pub Date : 2023-04-28 DOI: 10.5116/ijme.6443.ae49

Ova Emilia, Yoyo Suhoyo, Prattama Santoso Utomo

Objectives: This study aimed to explore students' perspectives on the attributes of medical teachers as role models to students' professional behaviour in the educational process.

Methods: A phenomenological study was conducted to obtain participants' perceptions concerning the professional attributes of medical teachers. The participants were 21 final-year medical students in the School of Medicine, Universitas Gadjah Mada, who had completed and passed the national examination. The participants were recruited purposively to represent genders and performance (i.e., high-performing and average-performing students). The participants were divided into two focus groups based on their performance, each facilitated by non-teaching faculty members to avoid bias. Thematic analysis was conducted to analyze focus group transcripts by two independent coders. Codes were synthesized into themes related to the study aims.

Results: Seven themes were identified related to observed role model attributes, for instance, passionate lecturers, caring and empathetic, supportive and involving, objectivity, incompetence and compromising, poor communication and conflict, and time management. Subsequently, five themes were identified in participants' responses towards the observed role model, for instance, exemplary models, respect and motivating, confusion and inconvenience, avoiding and hate, and value collision and harmonization.

Conclusions: This study revealed a range of role model attributes and responded positively and negatively during learning encounters. As negative attributes are also prominent and observed by students, there is a need for medical schools to perform faculty development for the professional enhancement of medical teachers. Further study should be conducted to investigate the impact of role modelling on learning achievement and future medical practice.

目的:本研究旨在探讨学生对医学教师作为榜样的属性在教育过程中对学生职业行为的看法。方法:采用现象学方法，了解被试对医学教师职业属性的认知。参与者是Gadjah Mada大学医学院的21名最后一年级的医科学生，他们已经完成并通过了国家考试。参与者被有意招募来代表性别和表现(即表现优异和表现一般的学生)。参与者根据他们的表现被分成两个焦点小组，每个小组都由非教学人员协助，以避免偏见。对两位独立编码器的焦点小组记录进行专题分析。代码被合成为与研究目的相关的主题。结果:七个主题与观察到的榜样属性相关，例如热情的讲师，关怀和同情，支持和参与，客观性，无能和妥协，沟通不良和冲突，以及时间管理。随后，在参与者对观察到的榜样的反应中确定了五个主题，即模范，尊重和激励，困惑和不便，避免和仇恨，价值冲突和和谐。结论:本研究揭示了一系列的榜样属性，并在学习遭遇中做出了积极和消极的反应。由于消极属性也很突出，并被学生观察到，因此医学院有必要进行教师发展，以提高医学教师的专业水平。应进一步研究角色塑造对学习成绩和未来医疗实践的影响。

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引用次数: 0

The Effects of Learning and Eating Behaviours among Medical Students during the COVID-19 Pandemic 新冠肺炎疫情期间医学生学习和饮食行为的影响

Q2 EDUCATION, SCIENTIFIC DISCIPLINES

International Journal of Medical Education

Pub Date : 2023-04-10 DOI: 10.3390/ime2020007

Sayeeda Rahman, Rita Kirton, Brenda Roach, Maria Teresa Villagomez Montero, Alexey Podcheko, Nader Nouraee, Sadia Ahsan, Joshua Noel Nisar, Ahbab Mohammad Fazle Rabbi

Background: The effect of the COVID-19 pandemic has transformed medical education and is likely to have long-lasting effects on student learning, mental well-being, and eating behaviour. This study aimed to examine the learning behaviours of medical students at the American University of Integrative Sciences (AUIS), Barbados, during the COVID-19 pandemic. Methods: A cross-sectional web-based on-line survey was administered to medical students at AUIS from July to November 2021. The data collecting instrument recorded students’ demographic and learning behaviour information and eating disorders (SCOFF questionnaire). Results: The overall response rate was 55% (n = 120). In relation to learning behaviour, students agreed with the following statements: ‘deterioration in work performance and studying’ (48.4%), ‘remember subject’s contents appropriately’ (40.4%), ‘concentration on the studies’ (40.3%), ‘difficulty in performing two tasks simultaneously’ (38.7%), ‘difficulty in performing mental calculations’ (33.9%), ‘difficulty in recalling recent information’ (32.3%), and ‘difficulty in recalling old information’ (38.7%). Among the eight dimensions of learning behaviours, deterioration in work performance or studying and difficulties in recalling recent information were found to be significantly associated with the gender of the students. For the SCOFF questionnaire, approximately 24.2% screened positive for eating disorders. Screening with the SCOFF test demonstrated that females, older (>25 years), overweight + obese, Clinical Sciences + PreMed, and non-USA-based students were at more risk of eating disorders. Conclusions: The results indicate that during the COVID-19 pandemic, AUIS students have developed learning difficulties and are likely to have eating disorders. University policymakers should take appropriate measures to support a healthy learning environment and improve students’ mental well-being and eating behaviours.

背景:2019冠状病毒病大流行的影响改变了医学教育，并可能对学生的学习、心理健康和饮食行为产生长期影响。本研究旨在研究2019冠状病毒病大流行期间巴巴多斯美国综合科学大学(AUIS)医学生的学习行为。方法:于2021年7月至11月对AUIS的医学生进行基于网络的横断面在线调查。数据收集工具记录学生的人口统计和学习行为信息以及饮食失调(SCOFF问卷)。结果:总有效率为55% (n = 120)。在学习行为方面，学生同意以下陈述:“工作表现和学习恶化”(48.4%)，“适当记住科目内容”(40.4%)，“集中精力学习”(40.3%)，“同时执行两项任务有困难”(38.7%)，“心算有困难”(33.9%)，“回忆最近的信息有困难”(32.3%)，“回忆旧信息有困难”(38.7%)。在学习行为的八个维度中，工作表现或学习表现的恶化以及回忆最近信息的困难被发现与学生的性别显著相关。在SCOFF问卷中，大约24.2%的人对饮食失调筛查呈阳性。SCOFF测试显示，女性、年龄较大(25岁)、超重+肥胖、临床科学+医学预科和非美国学生患饮食失调的风险更高。结论:结果表明，在2019冠状病毒病大流行期间，AUIS学生出现了学习困难，并可能出现饮食失调。大学决策者应采取适当措施，支持健康的学习环境，改善学生的心理健康和饮食行为。

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引用次数: 1

The Effects of Learning and Eating Behaviours among Medical Students during the COVID-19 Pandemic 新冠肺炎疫情期间医学生学习和饮食行为的影响

IF 3.1 Q2 EDUCATION, SCIENTIFIC DISCIPLINES

International Journal of Medical Education

Pub Date : 2023-04-10 DOI: 10.20944/preprints202302.0302.v1

Sayeeda Rahman, R. Kirton, B. Roach, Maria Teresa Villagomez Montero, A. Podcheko, Nader Nouraee, Sadia Ahsan, J. Nisar, A. M. F. Rabbi

Background: The effect of the COVID-19 pandemic has transformed medical education and is likely to have long-lasting effects on student learning, mental well-being, and eating behaviour. This study aimed to examine the learning behaviours of medical students at the American University of Integrative Sciences (AUIS), Barbados, during the COVID-19 pandemic. Methods: A cross-sectional web-based on-line survey was administered to medical students at AUIS from July to November 2021. The data collecting instrument recorded students’ demographic and learning behaviour information and eating disorders (SCOFF questionnaire). Results: The overall response rate was 55% (n = 120). In relation to learning behaviour, students agreed with the following statements: ‘deterioration in work performance and studying’ (48.4%), ‘remember subject’s contents appropriately’ (40.4%), ‘concentration on the studies’ (40.3%), ‘difficulty in performing two tasks simultaneously’ (38.7%), ‘difficulty in performing mental calculations’ (33.9%), ‘difficulty in recalling recent information’ (32.3%), and ‘difficulty in recalling old information’ (38.7%). Among the eight dimensions of learning behaviours, deterioration in work performance or studying and difficulties in recalling recent information were found to be significantly associated with the gender of the students. For the SCOFF questionnaire, approximately 24.2% screened positive for eating disorders. Screening with the SCOFF test demonstrated that females, older (>25 years), overweight + obese, Clinical Sciences + PreMed, and non-USA-based students were at more risk of eating disorders. Conclusions: The results indicate that during the COVID-19 pandemic, AUIS students have developed learning difficulties and are likely to have eating disorders. University policymakers should take appropriate measures to support a healthy learning environment and improve students’ mental well-being and eating behaviours.

背景:2019冠状病毒病大流行的影响改变了医学教育，并可能对学生的学习、心理健康和饮食行为产生长期影响。本研究旨在研究2019冠状病毒病大流行期间巴巴多斯美国综合科学大学(AUIS)医学生的学习行为。方法:于2021年7月至11月对AUIS的医学生进行基于网络的横断面在线调查。数据收集工具记录学生的人口统计和学习行为信息以及饮食失调(SCOFF问卷)。结果:总有效率为55% (n = 120)。在学习行为方面，学生同意以下陈述:“工作表现和学习恶化”(48.4%)，“适当记住科目内容”(40.4%)，“集中精力学习”(40.3%)，“同时执行两项任务有困难”(38.7%)，“心算有困难”(33.9%)，“回忆最近的信息有困难”(32.3%)，“回忆旧信息有困难”(38.7%)。在学习行为的八个维度中，工作表现或学习表现的恶化以及回忆最近信息的困难被发现与学生的性别显著相关。在SCOFF问卷中，大约24.2%的人对饮食失调筛查呈阳性。SCOFF测试显示，女性、年龄较大(>25岁)、超重+肥胖、临床科学+医学预科和非美国学生患饮食失调的风险更高。结论:结果表明，在2019冠状病毒病大流行期间，AUIS学生出现了学习困难，并可能出现饮食失调。大学决策者应采取适当措施，支持健康的学习环境，改善学生的心理健康和饮食行为。

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引用次数: 1

Professionalism in small group learning between face-to-face and virtual settings: a mixed-methods study. 面对面和虚拟环境中小组学习的专业性:一项混合方法研究。

IF 3.1 Q2 EDUCATION, SCIENTIFIC DISCIPLINES

International Journal of Medical Education

Pub Date : 2023-03-31 DOI: 10.5116/ijme.6413.4ecd

Xiaomei Song, Michael Elftman

Objectives: To explore whether and how preclinical medical students changed perceptions and behaviors related to professionalism in small group learning activities from face-to-face to virtual during the pandemic.

Methods: The study used a mixed-methods sequential research design. We first retrospectively examined quantitative data from 101 medical students who completed mandatory peer evaluation surveys assessing professional behaviors of small group members in two courses (one face-to-face, the other online). Differences between student perceptions in two settings were compared using the Wilcoxon signed-rank test. Findings from the quantitative stage were probed further using focus groups at the qualitative stage. Six focus groups (n = 27) were conducted using purposeful sampling. Interviews were transcribed and inductive thematic coding was used to identify emerging themes.

Results: We found a significant decrease in perceptions of punctuality and attendance in the virtual setting compared to face-to-face learning (Z=-6.211, p<.001), despite lower expectations of their peers in online learning. Five major themes emerged from the qualitative data: punctuality/participation, camera usage, dress code/conversational style, multitasking, and engagement/accountability. Participants showed sensitivity when conceptualizing professional conduct, indicating the dynamic process of professional identity formation at the early stage of their career.

Conclusions: Results show that students' perceptions of professionalism become contextualized, significantly influenced by the background of the virtual learning environment. Intentional communication about professionalism within specific sociocultural and educational contexts is vital for individual professional identity formation. These findings support of the importance of considering context when educational programs develop curricula and establish expectations related to professionalism.

目的:探讨大流行期间，临床预科医学生在小组学习活动中是否以及如何从面对面学习转变为虚拟学习，从而改变与专业精神相关的认知和行为。方法:采用混合方法序贯研究设计。我们首先回顾性分析了101名医学生的定量数据，这些学生完成了强制性的同行评估调查，评估了两门课程(一门面对面课程，另一门在线课程)中小组成员的专业行为。使用Wilcoxon符号秩检验比较两种情况下学生知觉的差异。在定性阶段，通过焦点小组进一步探讨定量阶段的发现。采用有目的抽样方法进行了6个焦点小组(n = 27)。对访谈进行转录，并使用归纳主题编码来确定新出现的主题。结果:与面对面学习相比，学生在虚拟学习环境中对守时和出勤的感知显著降低(Z=-6.211, p)。结论:结果表明，虚拟学习环境的背景显著影响了学生对专业精神的感知。在特定的社会文化和教育背景下，关于专业精神的有意沟通对于个人职业认同的形成至关重要。这些发现支持了在教育项目开发课程和建立与专业相关的期望时考虑背景的重要性。

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引用次数: 0

Communication in healthcare: experience of students and professionals from teaching- learning to practice in health. 医疗沟通:学生和专业人员从教学到实践的经验。

IF 3.1 Q2 EDUCATION, SCIENTIFIC DISCIPLINES

International Journal of Medical Education

Pub Date : 2023-03-30 DOI: 10.5116/ijme.6412.f49b

Fernanda Patrícia S S Novaes, João G B Alves, Suely Grosseman

Objectives: This study aimed to understand the teaching-learning experience in the Communication in Healthcare class among students, teaching assistants, and health professionals, as well as its applications to professional practice.

Methods: This is a qualitative study with a theoretical approach based on Gadamer's Philosophical Hermeneutics and a methodological framework based on Minayo and Bardin's thematic content analysis. Communication in Healthcare is an elective multiprofessional class, which lasts one semester and is offered regularly. All former students (n = 368) were invited to participate by email, and 30 participated in these focus groups (13 students, 8 teaching assistants, and 9 health professionals). The online focus groups took place on an online platform, and they were video-recorded and subsequently transcribed. Through cross-sectional and vertical analysis, the main themes were identified.

Results: The Communication in Healthcare class was an important step for personal, professional, and interprofessional formation and development of communication competence. The following dominant themes were identified: 1) motivation for signing up, 2) prior expectations, 3) meaning of the experience and shaping moments, 4) how the teaching-learning experience was retained and what was retained, 5) repercussions in relation to self, others, and professional life, and 6) reflections about the curriculum, interprofessional dialogue, and formation.

Conclusions: The teaching-learning experience was important for the formation of communicational competence. This research contributes to medical education and opens teaching-learning paths for communication skills, empathy, dialogue, and interprofessionalism. Future studies with a philosophical hermeneutic framework and online focus groups are indicated for the comprehension of educational interventions in health.

摘要目的:本研究旨在了解学生、助教及卫生专业人员在《医疗卫生沟通》课堂上的教与学体验，并探讨其在专业实践中的应用。方法:以伽达默尔的哲学解释学为理论基础，以米纳约和巴丁的主题内容分析为方法论框架，进行定性研究。《医疗卫生传播学》是一门多专业选修课程，为期一个学期，定期开设。通过电子邮件邀请所有以前的学生(n = 368)参加，30人参加了这些焦点小组(13名学生，8名助教和9名卫生专业人员)。在线焦点小组是在一个在线平台上进行的，他们被录了下来，随后被转录。通过横断面和纵向分析，确定了主要主题。结果:医疗卫生沟通课是个人、专业和跨专业沟通能力形成和发展的重要环节。确定了以下主要主题:1)报名的动机，2)先前的期望，3)经验的意义和塑造时刻，4)如何保留教学经验以及保留了什么，5)对自我，他人和职业生活的影响，6)对课程，专业间对话和形成的反思。结论:教学经验对交际能力的形成具有重要意义。本研究对医学教育有贡献，并为沟通技巧、同理心、对话和跨专业开辟了教与学的途径。未来的研究与哲学解释学框架和在线焦点小组指出，以理解教育干预健康。

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引用次数: 0

Defining Leadership in Undergraduate Medical Education, Networks, and Instructors: A Scoping Review 定义本科医学教育、网络和教师的领导力:范围审查

IF 3.1 Q2 EDUCATION, SCIENTIFIC DISCIPLINES

International Journal of Medical Education

Pub Date : 2023-03-09 DOI: 10.3390/ime2010006

Pablo Rodríguez-Feria, K. Czabanowska, S. Babich, Daniela Rodríguez-Sánchez, Fredy Leonardo Carreño Hernández, L. J. Hernández Florez

Reviews of the literature on leadership training in undergraduate medical education have been conducted since 2014. Previous reviews have not identified networks, defined leadership, studied the selection criteria for instructors, nor analyzed leadership as interprofessional or transprofessional education. This scoping review fills these gaps. Inclusion criteria included use of competency-based education to teach leadership in universities, and quality assessment. Indexes and grey literature in Spanish, Portuguese, and English languages were included from six databases. Hand searching and consultation were employed for selected bodies of literature. This review identified leadership interventions in nine countries which had national and international networks primarily in English-speaking and European countries. No literature was found in Spanish-speaking or Portuguese-speaking countries, nor in Africa. Teaching leadership was linked mainly with undergraduate medical education and interprofessional education. This review identified 23 leadership and leader definitions and underscored the importance of including values in leadership definitions. Instructors were selected by discipline, role, experience, and expertise. This review may be used to inform the teaching of leadership in undergraduate medical curricula by suggesting potential networks, reflecting on diverse leadership definitions and interprofessional/transprofessional education, and assisting in selection of instructors.

自2014年以来，对本科医学教育中领导力培训的文献进行了综述。以前的评论没有识别网络，定义领导力，研究导师的选择标准，也没有将领导力作为跨专业或跨专业教育进行分析。这个范围审查填补了这些空白。纳入标准包括在大学中使用基于能力的教育来教授领导力，以及质量评估。西班牙语、葡萄牙语和英语的索引和灰色文献从六个数据库中纳入。手工检索和咨询被用于选定的文献体。本综述确定了九个国家的领导干预措施，这些国家主要在英语国家和欧洲国家拥有国内和国际网络。在西班牙语或葡萄牙语国家和非洲都没有发现文献。教学领导主要与本科医学教育和跨专业教育相联系。本综述确定了23种领导力和领导者定义，并强调了在领导力定义中包含价值观的重要性。教师是根据学科、角色、经验和专业知识挑选的。本综述可通过建议潜在网络、反思不同的领导力定义和跨专业/跨专业教育，以及协助选择导师，为本科医学课程的领导力教学提供信息。

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引用次数: 0

Design and Implementation of an Antimicrobial Stewardship Certificate Program in the United Arab Emirates 在阿拉伯联合酋长国设计和实施抗菌药物管理证书项目

IF 3.1 Q2 EDUCATION, SCIENTIFIC DISCIPLINES

International Journal of Medical Education

Pub Date : 2023-03-01 DOI: 10.3390/ime2010005

Rania M. El-Lababidi, B. Atallah, Sawsan Abdel-Razig

Introduction: The purpose of our report is to describe the design and implementation of the first antimicrobial stewardship certificate program (ASCP) in the United Arab Emirates (UAE). Methods: The ASCP was implemented in January 2019. A needs assessment was conducted before the implementation of the program. The program delivery utilized a blended learning format with both a live and an experiential component. Learner assessments consisted of pre- and post-course assessments, as well as structured feedback throughout the course. Course assessments and post-course evaluation results were utilized to assess the certificate program (CP) outcomes. Results: Between January 2019 to March 2020, 24 pharmacists were trained through the program. All participants passed the post-course assessment. Participants scored a median of 40 percent on the pre-course assessment at the start of the program and a median of 80 percent on the post-course assessment (p-value < 0.0001), demonstrating a significant improvement in their baseline knowledge. Overall, participants were highly satisfied with the program and felt that it would enhance their ability to take care of patients and/or result in practice change in their institution. Conclusions: The ASCP enhanced the knowledge of pharmacists in antimicrobial stewardship. The implemented model provides a sustainable blueprint for future CPs in specialty areas of practice for the Middle East region.

前言:本报告的目的是描述阿拉伯联合酋长国(UAE)首个抗菌药物管理证书项目(ASCP)的设计和实施。方法:于2019年1月实施ASCP。在实施该计划之前进行了需求评估。该项目采用了一种混合学习形式，既有现场教学，也有体验教学。学习者评估包括课前和课后评估，以及整个课程的结构化反馈。课程评估和课程后评估结果用于评估证书课程(CP)的结果。结果:2019年1月至2020年3月，共培训药师24名。所有参与者均通过课程后评估。参与者在课程开始时的课程前评估得分中位数为40%，课程后评估得分中位数为80% (p值< 0.0001)，表明他们的基线知识有了显着改善。总体而言，参与者对该计划非常满意，并认为这将提高他们照顾病人的能力和/或导致他们所在机构的实践变化。结论:ASCP提高了药师抗菌药物管理知识。实施的模型为中东地区未来专业执业领域的CPs提供了可持续的蓝图。

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引用次数: 1

Medical students' coping with stress and its predictors: a cross-sectional study. 医学生应对压力及其预测因素的横断面研究

IF 3.1 Q2 EDUCATION, SCIENTIFIC DISCIPLINES

International Journal of Medical Education

Pub Date : 2023-02-28 DOI: 10.5116/ijme.63de.3840

Julia Cummerow, Katrin Obst, Edgar Voltmer, Thomas Kötter

Objectives: To analyse stress coping styles of medical students at different time points of medical education and to identify predictors of functional coping.

Methods: A cross-sectional study was conducted among medical students (N = 497, 361 women and 136 men) before year one (n = 141), after year one (n = 135) and after year five (n = 220). Students answered the Brief Coping Orientation to Problems Experienced Inventory, the Work-Related Behaviour and Experience Patterns, the Perceived Medical School Stress Instrument and the Maslach Burnout Inventory. Multiple regression was used to examine factors associated with functional coping.

Results: Single factor ANOVA indicated a significant difference for functional coping between the time points (F _{(2, 494)} = 9.52, p < .01), with fifth-year students scoring significantly higher than students before or after year one. There was a significant difference in dysfunctional coping (F _{(2, 494)} = 12.37, p < .01), with students before year one and after year five scoring higher than those after year one. Efficacy (β = 0.15, t ₍₂₁₃₎ = 4.66, p < .01), emotional distancing (β = 0.04, t ₍₂₁₃₎ = 3.50, p < .01) and satisfaction with life (β = 0.06, t ₍₂₁₃₎ = 4.87, p < .01) were positive predictors of functional coping.

Conclusions: Scores for both functional and dysfunctional coping vary during medical education. The reasons for low coping scores after year one require further explanation. These findings represent a starting point for investigations into how to promote functional coping during early medical education.

目的:分析医学生在医学教育不同时间点的压力应对方式，并探讨其功能应对的预测因素。方法:对医学生进行横断面研究(N = 497,361名女性和136名男性)，第一年(N = 141)，一年后(N = 135)和五年后(N = 220)。学生回答了“问题经验量表”、“工作行为与经验模式”、“医学院压力感知量表”和“马斯拉克职业倦怠量表”的简短应对倾向。采用多元回归方法分析与功能性应对相关的因素。结果:单因素方差分析显示，各时间点的功能应对差异有统计学意义(F (2,494) = 9.52, p < 0.01)，五年级学生的得分显著高于一年级前后的学生。在功能障碍应对方面存在显著性差异(F (2,494) = 12.37, p < 0.01)，一年级前和五年级后得分均高于一年级后。效能(β = 0.15, t (213) = 4.66, p < 0.01)、情绪距离(β = 0.04, t (213) = 3.50, p < 0.01)和生活满意度(β = 0.06, t (213) = 4.87, p < 0.01)是功能性应对的正向预测因子。结论:在医学教育过程中，功能应对和功能失调应对的得分存在差异。一年后应对得分低的原因需要进一步解释。这些发现为探讨如何在早期医学教育中促进功能性应对提供了一个起点。

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引用次数: 0

Education to support professional identity formation in medical students: guiding implicit social learning. 支持医学生职业认同形成的教育:引导内隐社会学习。

IF 3.1 Q2 EDUCATION, SCIENTIFIC DISCIPLINES

International Journal of Medical Education

Pub Date : 2023-02-28 DOI: 10.5116/ijme.63f3.ddcb

Salome Scholtens, Pieter C Barnhoorn, Joke Fleer

引用次数: 0

Five Lessons for Effectively Transitioning Problem-Based Learning to Online Delivery 将基于问题的学习有效地转变为在线教学的五个教训

IF 3.1 Q2 EDUCATION, SCIENTIFIC DISCIPLINES

International Journal of Medical Education

Pub Date : 2023-02-24 DOI: 10.3390/ime2010004

M. Jadhav, D. Shaligram, B. Bernstein, Sandra M. DeJong, J. Hunt, S. Ong, Anthony P. S. Guerrero, N. Skokauskas

Problem-based learning (PBL) is an active learning technique that promotes a life-long learning approach to understanding and using the principles of clinical medicine. It does so by helping learners hone their critical thinking skills in a team-based environment. It was originally developed for use in live, in-person settings. During the COVID-19 pandemic, it has had to be rapidly adapted for online delivery. In this article, we first highlight the key challenges faced by educators and learners in making this transition. We then share five lessons for effectively translating in-person PBL curricula to online and hybrid learning formats.

基于问题的学习(PBL)是一种主动学习技术，促进终身学习的方法来理解和使用临床医学的原则。它通过帮助学习者在基于团队的环境中磨练他们的批判性思维技能来做到这一点。它最初是为在现场、面对面的环境中使用而开发的。在2019冠状病毒病大流行期间，它必须迅速适应在线交付。在本文中，我们首先强调了教育者和学习者在这种转变中面临的主要挑战。然后，我们分享了将面对面PBL课程有效地转换为在线和混合学习格式的五个经验教训。

引用次数: 0