دورية أكاديمية
Practice-based small group learning programs: systematic review.
| العنوان: | Practice-based small group learning programs: systematic review. |
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| المؤلفون: | Zaher E; Department of Family and Community Medicine at University of Toronto in Ontario., Ratnapalan S |
| المصدر: | Canadian family physician Medecin de famille canadien [Can Fam Physician] 2012 Jun; Vol. 58 (6), pp. 637-42, e310-6. |
| نوع المنشور: | Journal Article; Review; Systematic Review |
| اللغة: | English; French |
| بيانات الدورية: | Publisher: College of Family Physicians of Canada Country of Publication: Canada NLM ID: 0120300 Publication Model: Print Cited Medium: Internet ISSN: 1715-5258 (Electronic) Linking ISSN: 0008350X NLM ISO Abbreviation: Can Fam Physician Subsets: MEDLINE |
| أسماء مطبوعة: | Original Publication: Don Mills, Ont. : College of Family Physicians of Canada |
| مواضيع طبية MeSH: | Problem-Based Learning*, Education, Medical, Continuing/*methods , Family Practice/*education, Group Processes |
| مستخلص: | Objective: To identify the format, content, and effects of practice-based small group learning (PBSGL) programs involving FPs. Data Sources: The Ovid MEDLINE, EMBASE, and ERIC databases were searched from inception to the second week of November 2011, yielding 99 articles. Study Selection: Articles were included in the analysis if they described the format or content of or evaluated PBSGL programs among FPs. Thirteen articles were included in the analysis. Synthesis: Two main PBSGL formats exist. The first is self-directed learning, which includes review and discussion of troubling or challenging patient cases. The contents of such programs vary with different teaching styles. The second format targets specific problems from practice to improve certain knowledge or skills or implement new guidelines by using patient cases to stimulate discussion of the selected topic. Both formats are similar in their ultimate goal, equally important, and well accepted by learners and facilitators. Evaluations of learners' perceptions and learning outcomes indicate that PBSGL constitutes a feasible and effective method of professional development. Conclusion: Current evidence suggests that PBSGL is a promising method of continuing professional development for FPs. Such programs can be adapted according to learning needs. Future studies that focus on the changes in practice effected by PBSGL will strengthen the evidence for this form of learning and motivate physicians and institutions to adopt it. |
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| تواريخ الأحداث: | Date Created: 20120804 Date Completed: 20121018 Latest Revision: 20220317 |
| رمز التحديث: | 20231215 |
| مُعرف محوري في PubMed: | PMC3374683 |
| PMID: | 22859626 |
| قاعدة البيانات: | MEDLINE |
| تدمد: | 1715-5258 |
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