在印度的医学学院发展计划中包括实践微教的可行性:混合方法研究
Rekha Dutt1, Nihar R Mishra2, Ritesh Singh1
1Community Medicine and Family Medicine, All India Institute of Medical Sciences, Kalyani, Kalyani, IND.
手动的微教有效地增强了医学院的教学能力.
科学领域:
- 医学教育 医学教育
- 教师发展学院发展学院
- 教学教育学 在教学上
背景情况:
- 医学教师发展计划 (FDP) 往往缺乏实际的教学技能培训.
- 微教提供了一个专注的,简短的实践课程来解决这个差距.
- 这项研究调查了将手动微教融入印度医疗FDP中的可行性.
研究的目的:
- 评估在医学院发展计划中实践微教的可行性和可接受性.
- 评估微教对医学院教师的教学技能和信心的影响.
- 确定微教能否弥合理论知识和实际教学应用之间的差距.
主要方法:
- 一项混合方法研究,涉及新鲜的医学教师,利益相关者和学生.
- 测试前和测试后调查教学技能和信心.
- 实践式微型教学课程,随后使用Kirkpatrick模型 (一,二,三级) 进行反和评估.
主要成果:
- 参与者报告说,在微型教学后,他们的教学技能和信心得到了改善 (Kirkpatrick Level 1).
- 测试后得分的显著改善表明了增强的学习 (Kirkpatrick 2 级).
- 学生们观察到,在课程 (Kirkpatrick 3 级) 之后,教师教学效率有了可衡量的改善.
结论:
- 实践微教是改善印度医学教师教学技能的可行和有效策略.
- 将微教学整合到FDP中可以增强实践教学能力,弥合理论与实践之间的差距.
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