将数字素养和科学沟通融入多媒体解剖组任务中,以推进上下文学习
1Department of Health Sciences and Biostatistics, School of Health Sciences, Swinburne University of Technology, Hawthorn, Victoria, Australia.
将数字通信集成到解剖学评估中可以增强学习. 多媒体作业改善了知识转移和团队合作技能,动画视频显示了学生在考试中的优异表现.
科学领域:
- 医学教育 医学教育
- 解剖学教育 解剖学教育
- 数字学习数字学习
背景情况:
- 现代学习者是数字原住民,需要在教育中整合技术.
- 传统的解剖学评估可能无法充分利用文本学习的数字通信策略.
研究的目的:
- 调查多媒体小组任务的有效性,将数字素养和科学沟通纳入解剖学课程.
- 评估与这种创新的评估方法相关的学生感知和学习成果.
主要方法:
- 在神经解剖学和区域解剖学课程中实施了多媒体人体解剖学小组任务.
- 多样化的评估方法包括动画视频,非动画视频,故事板和播客.
- 调查了195名本科健康科学学生,使用5分利克特级别来评估对任务的看法及其对团队合作技能的影响.
主要成果:
- 大多数学生 (70-80%) 报告说,他们的团队合作技能有所改善.
- 创建动画视频的学生在理论考试中明显优于使用非动画演示文稿的同龄人 (p < 0.05).
- 使用了各种多媒体格式,非动画和动画视频是最常见的演示方法.
结论:
- 整合数字素养和科学交流的解剖学小组作业可以作为有效的评估策略.
- 这种方法促进了积极的学习体验,增强了知识的巩固,并发展了关键的数字沟通技能.
- 基于调查的多媒体作业为非教学解剖学评估方法提供了宝贵的见解.
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