通过学习的普遍设计 (UDL) 的镜头检查一年级本科生解剖学学生的动机:一个单一机构的研究研究
Audrey M K Dempsey1, Yvonne M Nolan1, Mutahira Lone1
1Department of Anatomy and Neuroscience, School of Medicine, University College Cork, Cork, Ireland.
Medical science educator
|August 7, 2023
概括
医疗学生对解剖学研究表现出中等到高的动机. 全面设计学习 (UDL) 原则可以在整个解剖学模块中增强学生的参与度和动机.
科学领域:
- 医学教育 医学教育
- 教育心理学教育心理学
- 课程开发 课程开发
背景情况:
- 学生的动机对于有效的解剖学学习至关重要,特别是考虑到不同的学习者需求.
- 全面设计学习 (UDL) 框架,特别是其参与原则,提供了一种潜在的提高动机的策略.
- 解剖学课程需要适应性的教育方法来支持所有学生.
研究的目的:
- 评估医疗保健学生在解剖学模块的开始和结束时的动机水平.
- 为了确定在解剖学课程期间学生的动机是否发生了显著的变化.
- 探索教育框架对学生解剖学动机的影响.
主要方法:
- 一项涉及第一年医学,牙科,职业治疗 (OT) 和语音语言治疗 (SLT) 学生的定量研究.
- 使用学习激励策略问卷 (MSLQ) 来衡量自我报告的动机.
- 在解剖学模块开始和结束时收集的数据,反应率分别为74%和69%.
主要成果:
- 所有学生群体 (医疗,牙科,OT,SLT) 的初始动机水平均为中高.
- 在模块结束时,牙科学生报告了高的动力,而医学,OT和SLT学生保持了中高水平.
- 在解剖学模块期间,在学生中观察到自我报告的动机的明显变化.
结论:
- 学生在解剖学方面的动机各不相同,但一般保持在中高水平.
- 这项研究强调了学习通用设计 (UDL) 的潜力,以积极影响学生的动力.
- 灵活的教育策略有利于增强和维持解剖学教育的动机.
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