Design of PBL Cases in Bioethical Education Spanning across General and Professional Education
Pourquoi ce travail est dans la base
Une base qui oublie comment elle a trouvé un travail ne peut pas être vérifiée. Voici les voies qui ont admis celui-ci.
Notice bibliographique
Résumé
”Bioethics” is a study of how to face and handle difficulties and dilemma in ”life-related issues”. Bioethics education is featured as a multidisciplinary learning in three aspects, including Population, Behaviors and Life sciences (collectively abbreviated as PBL, similar to problem-based learning as used in this study), those should also be essential learning contents for students in health-care professions. Problem-based learning (PBL) pioneered more than 40 years ago by McMaster University in Canada has proven to be effective in achieving the learning objectives in population, behaviors and life sciences; however PBL may be more successful if the trigger case scenarios are of high quality which can stimulate more interactive and self-directed learning amongst students.A three-level ethical course was proposed at China Medical University to approach gradational learning objectives of a bioethics curriculum. These three levels included; ”Life and ethics”, ”Biomedical ethics” and ”Clinical ethics”. The diverse aims in each level imply the need for multiplicity in case scenarios representing a wide spectrum of ethical issues, such as, cases on the topic of animal right, genetically modified food, stem cell research on human, gene privacy, etc. Cases for the fundamental level were specifically designed to help cultivate an attitude for the respect of life, considering risk vs. benefit, and understanding better in life diversity. For the next level, cases are designed to cultivate the ability of moral reasoning and to realize values in medical profession. These cases include truth telling about end-of-life issues, doctor's duties/right, patient's self determination and research ethics. The ultimate level utilized a narrative approach to several clinical cases based on patient and family's story in order to bring ethical consideration in the clinical setting for professional learning. In general, those cases have been designed to stage effective learning from general to professional learning perspectives.To create effective PBL cases for bioethics learning, the scenarios should lead students to a particular area of study to achieve those diverse learning objects. Ethical problems should not only be appropriate to the level of the students' understanding but also need to infuse sufficient intrinsic interest for students. Scenario should help stimulate discussion and promote self-directed approach in information acquisition from various learning resources. In general, PBL cases consist of ethical enquiries is commonly derived from dilemmas occurring in everyday life, and then evolved into more specific issues relevant to the context in professional practice.
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,001 | 0,000 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,000 |
| Études des sciences et des technologies | 0,000 | 0,000 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découle