MBBS1年生の臨床解剖学教育における自律学習と教育講義の比較
Samridhi Arora1, Ranjana Shingne2, Sathyanarayan Kelegere Ravi3
1Department of Anatomy, World College of Medical Sciences and Research and Hospital, Jhajjar, Haryana, India.
Annals of African medicine
|August 20, 2025
まとめ
自己指導学習 (SDL) は,従来の教学的な講義と比較して,臨床解剖学の知識の獲得と保持を大幅に改善します. この方法は,理解を向上させ,より良い学習成果のための疑いの明確化に役立ちます.
科学分野:
- 医学教育
- 解剖学 の 教え
- 能力に基づく医療教育
背景:
- アナトミーは臨床医学の基礎科学です
- 能力に基づく医学教育には 革新的な教学方法が不可欠です
- 自己指導学習 (SDL) は,医療専門家の研究において不可欠です.
研究 の 目的:
- 臨床解剖学を学ぶための教育講義とSDLの効果を比較する.
- SDLを用いて医学部1年生の知識保持を評価する.
主な方法:
- 比較観察研究では,MBBS1年生124人が参加しました.
- 生徒は2つのグループに分けられ,ディダクティックな講義とSDLのセッションを交互にしました.
- 知識の獲得と保持は,複数の選択のアンケート (MCQ) を使用して,異なる間隔で評価されました.
主要な成果:
- SDLセッションの生徒は,ディダクティックな講義と比較して,より高い得点を示しました.
- ペアリングされたtテストは,SDLで統計的に有意な改善を示した.
- SDLのアプローチは,知識の保持にも良い影響を与えました.
結論:
- 自律学習は解剖学教育のより効果的な方法であり,学習と知識保持の両方を強化します.
- SDLは学生に学習の責任を引き受けさせ,学問の理解を向上させ,疑問の解決を容易にします.
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