培训博士生批判性思维和实验设计,使用基于问题的学习
Michael D Schaller1, Marieta Gencheva2, Michael R Gunther2
1Department of Biochemistry and Molecular Medicine, West Virginia University School of Medicine, Robert C. Byrd Health Sciences Center 64 Medical Center Drive, P.O. Box 9142, Morgantown, WV, 26506, USA. mschaller@hsc.wvu.edu.
BMC medical education
|August 16, 2023
概括
这个新的基于问题的学习课程通过提高他们的实验设计技能,有效地培养生物医学博士生. 学生表现出提高的熟练程度,表明更好的准备论文研究.
科学领域:
- 生物医学科学教育教育教育教育
- 研究生培训 毕业生培训
- 教学教育学 在教学上
背景情况:
- 传统的生物医学博士教育结合了教学课程和实验室学徒.
- 最近的建议主张基于能力的评估和以技能为重点的课程.
- 基于问题的学习 (PBL) 是一种积极的学习方法,促进自我指导,基于背景的解决问题.
研究的目的:
- 为生物医学博士生开发一门新的入门研究生课程.
- 整合基于问题的学习 (PBL) 原则,以提高科学技能和能力.
- 评估PBL课程在提高实验设计能力方面的有效性.
主要方法:
- 使用柯克帕特里克四级模型评估课程的有效性.
- 通过课程结束调查 (一级) 评估学生对培训有效性的看法.
- 通过实验设计能力的前后测试 (第二级) 衡量学生的学习.
主要成果:
- 学生们对PBL课程的接受很好,这表明他们对培训的看法是积极的.
- 改善的测试后得分显示了学生实验设计技能的显著提高.
- 该培训有效地提高了学生设计实验的能力.
结论:
- 基于问题的学习课程有效地培训新的研究生在实验设计的基本技能.
- 这种方法提高了学生为独立的论文研究做好准备.
- 为在其他机构实施类似的PBL课程提供了一个模板.
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