时间标签：数据日期 2026-10-31 · 生成时间 2026-11-01 05:30（Asia/Shanghai）｜ 检索窗口 PubMed edat 2026/10/28–2026/10/31 ｜ 情报发生日期 2026-10-31
研究问题
The training of health professionals faces the growing challenge of preparing students to perform safely and competently in complex clinical systems (, ), where errors do not usually derive solely from knowledge deficits but rather depend on failures in processes, communication, coordination, and decision-making in real practice contexts (–).；This raises a relevant educational challenge: how to design training experiences that enable students to understand the importance of their actions within complex systems and to assume professional responsibility from the earliest stages of their training?；Laboratory medicine constitutes a paradigmatic example of this educational challenge ().
方法
The study was structured following methodological recommendations for nonrandomized designs and the reporting criteria established by the TREND (Transparent Reporting of Evaluations with Nonrandomized Designs) guideline.；The intervention was implemented as part of the educational component associated with pre-analytical phase content (patient preparation, venipuncture, sample identification/labeling, transportation and preservation, and rejection criteria), in accordance with current approaches that recommend evaluating educational interventions in authentic practice environments and situated learning contexts (, ).；The final sample comprised 34 students (64.71% female and 35.29% male) aged 19–23 years.；The study was conducted in accordance with the ethical principles for research involving human subjects established in the most recent version of the Declaration of Helsinki, which guaran
核心结论
No items were eliminated or added, and the five-point Likert-type response scale was maintained.；Because the original expert-review process did not retain a standardized item-level numerical rating matrix, a formal quantitative agreement coefficient such as Aiken's V or the Content Validity Index could not be calculated retrospectively.；Given the very high alpha coefficients and the conceptually heterogeneous content of the questionnaire, these results are interpreted as evidence of strong internal consistency within the present sample and not as evidence of unidimensionality or structural validity. ‖ 结论：These findings contribute preliminary evidence regarding the application of Service-Learning in medical education, particularly in the relatively underexplored context of the pre-analytical phase of the clinical laboratory.
局限
The present study identified substantial pre–post differences in medical students' self-reported familiarity, learning perceptions, and perceived competencies related to the pre-analytical educational context following participation in a 16-week Service-Learning program supported by digital tools.；Higher post-intervention self-reported scores were observed across the questionnaire items, particularly for items addressing theory–practice integration, active and collaborative participation, critical reflection, and socio-emotional aspects.；The present findings extend this discussion to the pre-analytical phase of the clinical laboratory; however, because of the uncontrolled pretest–posttest de
对本项目的价值
★☆☆☆☆ 生殖衰老提供「衰老速率可被激素轴调节」的天然实验窗口。最大样本量约 24,180。
全文来源
PMC JATS 全文（正文 54,957 字符，已过标题/DOI 逐字归属校验）
原文题录
- 英文标题：Service-learning and patient safety in medical education: a pretest-posttest study with a complementary expert perspective.
- 期刊与标识：Front Med (Lausanne) · PMID 42953102 · DOI 10.3389/fmed.2026.1948734
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