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The collaborative learning development exercise (CLeD-EX): an educational instrument to promote key collaborative learning behaviours in medical students.
BMC Medical Education ( IF 3.6 ) Pub Date : 2020-03-02 , DOI: 10.1186/s12909-020-1977-0
Maha Pervaz Iqbal 1 , Gary M Velan 2 , Anthony J O'Sullivan 3 , Chinthaka Balasooriya 1
Affiliation  

BACKGROUND Modern clinical practice increasingly relies on collaborative and team-based approaches to care. Regulatory bodies in medical education emphasise the need to develop collaboration and teamwork competencies and highlight the need to do so from an early stage of medical training. In undergraduate medical education, the focus is usually on collaborative learning, associated with feedback and reflection on this learning This article describes a novel educational instrument, the Collaborative Learning Development Exercise (CLeD-EX), which aims to foster the development of key collaborative learning competencies in medical students. In this article we report on the effectiveness, feasibility and educational impact of the CLeD-EX. METHODS In this study, the "educational design research" framework was used to develop, implement and evaluate the CLeD-EX. This involved adopting a systematic approach towards designing a creative and innovative instrument which would help solve a real-world challenge in developing collaborative learning skills. The systematic approach involved a qualitative exploration of key collaborative learning behaviours which are influential in effective collaborative learning contexts. The identified competencies were employed in the design of the CLeD-EX. The design of the CLeD-EX included features to facilitate structured feedback by tutors to students, complemented by self-evaluation and reflection. The CLeD-EX was field-tested with volunteer junior medical students, using a controlled pre-test post-test design. Analysis of the completed CLeD-EX forms, self-perception surveys (i.e. pre-test and post-test surveys) and analyses of reflective reports were used to explore the educational impact of CLeD-EX, as well as its utility and practicality. RESULTS After using the CLeD-EX, students showed a significant improvement in critical thinking and group process as measured by a previously validated instrument. Both students and tutors recognised CLeD-EX as an effective instrument, especially as a structured basis for giving and receiving feedback and for completing the feedback loop. CLeD-EX was also found to be feasible, practical and focused, while promoting learning and effective interactions in small group learning. CONCLUSION The findings of this study support the introduction of an effective and feasible educational instrument such as the CLeD-EX, to facilitate the development of students' skills in collaborative learning.

中文翻译:

协作学习发展练习(CLeD-EX):一种教育手段,可促进医学生的关键协作学习行为。

背景技术现代临床实践越来越依赖于协作和基于团队的护理方法。医学教育中的监管机构强调需要发展协作和团队合作能力,并强调从医学培训的早期阶段就必须这样做。在本科医学教育中,通常将重点放在协作学习上,并对此学习进行反馈和反思。本文介绍了一种新型的教学工具,即协作学习发展练习(CLeD-EX),旨在促进关键协作学习的发展医学生的能力。在本文中,我们报告了CLeD-EX的有效性,可行性和教育影响。方法在本研究中,“教育设计研究”框架用于开发,实施和评估CLeD-EX。这涉及采用系统性方法来设计创新性工具,这将有助于解决开发协作学习技能时遇到的现实挑战。该系统方法涉及对关键协作学习行为的定性探索,这些行为在有效的协作学习环境中具有影响力。确定的能力被用于CLeD-EX的设计中。CLeD-EX的设计包括一些功能,可促进导师对学生的结构化反馈,并辅以自我评估和反思。使用受控的预测试后测试设计,对自愿性初中生进行了CLeD-EX现场测试。分析完整的CLeD-EX表格,进行自我认知调查(即 测试前和测试后调查)和反思性报告的分析被用于探索CLeD-EX的教育影响及其实用性和实用性。结果使用CLeD-EX后,学生的批判性思维和小组过程得到了显着改善,这是由先前验证过的仪器测得的。学生和导师都认为CLeD-EX是一种有效的工具,尤其是作为提供和接收反馈以及完成反馈循环的结构化基础。还发现CLeD-EX是可行,实用和专注的,同时可以促进小组学习中的学习和有效的互动。结论本研究的结果支持采用一种有效可行的教育手段,例如CLeD-EX,以促进学生的发展。
更新日期:2020-03-03
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