Abstracts
Abstract
Background: Open inquiry-based learning (IBL) that aims to foster higher-level thinking, is defined by students formulating their own questions and learning through exploration. The present study aimed to summarize the breadth of metrics used to evaluate health professions trainees in open IBL curricula.
Methods: We conducted a scoping review to identify publications detailing trainee outcomes in open IBL initiatives in health professions education. We queried five databases and included studies which described interventions with five phases of IBL (orientation, conceptualization, investigation, conclusion, and discussion). We completed abstract and full text reviews in duplicate. Data were collated and summarized.
Results: From 3030 record, 21 studies were included in the final extraction (k = 0.94), with nine involving physician trainees and twelve involving nursing trainees. Three studies used validated data collection tools to measure student inquiry behavior, and a single study used a validated data collection tool to measure critical thinking abilities. Most studies (n = 11) reported trainee self-reported satisfaction or perceived gain of skills as the primary outcome. All four studies using validated tools reported high scores in inquiry behaviors at the end of the curriculum and results on critical thinking skills were mixed. One study collected serial data, while remaining studies collected pre-post or post-only data.
Conclusion: IBL has the potential to cultivate a climate of curiosity among health professions learners. However, studies have relied heavily on subjective outcomes. Limited studies reported standardized measures of inquiry behaviors suggest favorable results. Curriculum innovations using IBL could make use of existing tools to better understand their impact on students’ inquiry-oriented skills.
Résumé
Contexte : L’apprentissage libre par le questionnement, qui vise à favoriser une réflexion de haut niveau, se définit par le fait que les étudiants formulent leurs propres questions et apprennent par l’exploration. La présente étude visait à faire l’inventaire des méthodes utilisées pour évaluer les étudiants des professions de la santé dans les programmes qui ont recours à l’apprentissage libre par le questionnement.
Méthodes : Nous avons effectué une étude une revue exploratoire pour recenser les publications traitant des résultats des étudiants inscrits dans des programmes de formation dans une professionde la santé qui appliquent la méthode de l’apprentissage libre par le questionnement. Nous avons interrogé cinq bases de données et inclus les études qui décrivaient des interventions portant sur cinq phases de l’apprentissage par le questionnement (orientation, conceptualisation, investigation, conclusion et discussion). Nous avons procédé à l’examen des résumés et du texte intégral par deux lecteurs indépendants. Les données ont été colligées et résumées.
Résultats : Sur 3030 documents, 21 études ont été incluses dans l’extraction finale (k=0,94), dont neuf concernaient des étudiants en médecine et douze des étudiants en sciences infirmières. Les auteurs de trois études ont utilisé des outils de collecte de données validés pour mesurer le démarchede recherche des étudiants, et ceux d’une seule étude ont employé un outil de collecte de données validé pour mesurer les capacités de réflexion critique. La plupart des études (n = 11) ont avancé comme résultat principal la satisfaction des étudiants ou l’amélioration ressentie de leurs compétences. Les quatre études réalisées à l’aide d’outils validés ont fait état de scores élevés en matière de démarche de recherche à la fin du programme, tandis que les résultats concernant les capacités de réflexion critique étaient mitigés. Dans l’une des études, les données avaient été recueillies de façon longitudinale et dans les autres, avant et après ou seulement après.
Conclusion : L’apprentissage par le questionnement a le potentiel de cultiver la curiosité chez les apprenants des professions de santé. Cependant, les études recensées se sont largement appuyés sur des critères subjectifs. Des études limitées qui présentaient des mesures standardisées de la démarche de recherche des étudiants et ont montré des résultats favorables. Pour leurs innovations pédagogiques faisant appel à l’apprentissage par le questionnement, les programmes peuvent recourir aux outils de mesure existants pour mieux comprendre l’impact de cette méthode sur l’aptitude des étudiants au questionnement.
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Appendices
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