医学学生在Debre Tabor大学基于问题的学习过程中对评估机制的观点:一个解释性的混合研究
Zelalem Animaw1,2, Tsedeke Asaminew3
1Department of Biomedical Sciences, College Health Sciences, Debre Tabor University, Debre Tabor, Ethiopia.
Advances in medical education and practice
|August 14, 2023
概括
医学学生报告了对基于问题的学习 (PBL) 评估的不满,并引用了导师反和感知偏见的问题. 提高评估的明确性和公平性对于有效的医学教育至关重要.
科学领域:
- 医学教育 医学教育
- 健康 专业 教育 卫生 专业 教育
- 医学培训中的评估.
背景情况:
- 在基于问题的学习 (PBL) 中,有效的评估应该促进学生的积极学习和参与.
- 学生参与评估过程可以帮助实现课程目标.
研究的目的:
- 评估医学学生对PBL教程中使用的评估方法的看法.
- 确定在Debre Tabor健康科学学院的PBL评估中需要改进的具体领域.
主要方法:
- 使用了一种混合方法解释性研究设计.
- 量化数据是通过自我管理的问卷 (5分利克特级) 收集的.
- 通过聚焦小组讨论 (FGD) 收集了定性数据.
主要成果:
- 很大一部分学生 (40-57.2%) 认为导师缺乏提供建设性的反,促进自我评估或鼓励同行评估.
- 学生认为PBL评估具有偏见,缺乏对准时性或讨论贡献的考虑,并受到导师偏见的影响.
- 学生们普遍关注的是关于PBL评估过程的信息不足.
结论:
- 医学学生认为他们的PBL评估是不公平的,受到导师-学生动态和不清晰的过程的影响.
- 解决导师评估能力,反质量和信息透明度问题对于改善PBL评估至关重要.
- 在感知到的评估不确定性中,评估理解能力的中立方法得到了评价.
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