对外国学生在学士后医学教育课程中的学习风格和态度的分析
Hsiang-Chin Hsu1,2,3, Tzu-Ching Sung4
1Department of Emergency Medicine, National Cheng Kung University Hospital, College of Medicine, National Cheng Kung University, Tainan, Taiwan.
BMC medical education
|July 5, 2023
概括
医学学生更喜欢连接的认识,而不是分开的认识学习风格. 一年级学生比二年级学生显示出更高的连接知识分数,突出了学习态度的课程差异.
科学领域:
- 医学教育 医学教育
- 教育心理学教育心理学
背景情况:
- 以学生为中心的学习对于改善教育成果至关重要.
- 了解医学学生的学习风格和态度对于有效的教学至关重要.
研究的目的:
- 根据课程,评估医学学生之间的学习风格和态度 (连接和分离的认识) 的差异.
- 评估不同学年,性别和国籍的学习风格和态度的差异.
主要方法:
- 一项使用"对思维和学习态度调查" (ATTLS) 的调查对台湾43名学士后医学学生进行了调查.
- 克伦巴赫的α系数证实了ATTLS仪器的高可靠性 (0.93).
- 数据分析的重点是比较跨学年,性别和国籍的连接和分离的知识得分.
主要成果:
- 医学学生显示,他们更喜欢连接的学习方式,而不是单独的学习方式.
- 与"人口健康与可持续发展"二年级学生相比,参加"国际健康"的第一年级学生表现出更高的连接知识分数.
- 两种课程之间没有发现分开知识的显著差异,也没有基于年级,性别或国籍的整体学习风格的差异.
结论:
- 医学学生主要倾向于连接的知识,这表明可能需要支持这种风格的教学方法.
- 课程内容可能会影响学习风格,一年级学生更倾向于连接的知识.
- 虽然整体学习风格在人口统计学上是一致的,但对分开知识的互动效应表明,不同的学生背景需要适应性的教学策略.
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