基于案例的学习在心理学教学中的应用:一个元分析
Fanghui Wu1, Tao Wang2, Danxu Yin1
1Department of Basic Psychology, School of Psychology, Army Medical University, Chongqing, China.
BMC medical education
|August 25, 2023
概括
与传统讲座相比,基于案例的学习 (CBL) 显著提高了心理学学生的学术表现. 这一元分析证实CBL增强学习和参与度,尽管其在心理学教育中的应用仍在发展中.
科学领域:
- 教育心理学教育心理学
- 教学研究教学研究
背景情况:
- 关于基于案例的学习 (CBL) 在心理学教育中的有效性存在有限的证据.
- 本研究评估了CBL对学业成绩的影响,与传统方法相比.
研究的目的:
- 评估基于案例的学习 (CBL) 教学对学生学术表现的影响.
- 将CBL的有效性与传统的基于讲座的教学方法进行比较.
主要方法:
- 进行了随机对照试验的系统审查和元分析.
- 在多个数据库 (PubMed,Embase,Web of Science,CNKI,VIP,Wanfang) 搜索相关研究.
- 在随机效应模型下使用Hedges' g进行聚合效应估计,并对异质性进行子组分析.
主要成果:
- 分析了15项研究 (2172名参与者),其中1086名在CBL和1086名在传统组.
- 在CBL组的学生取得了显著更高的考试成绩 (赫奇斯的g = 0.68,p < 0.001).
- 观察到很高的异质性,但出版偏差没有显著影响结果;学生报告对CBL的满意度.
结论:
- 基于案例的学习 (CBL) 教学在心理学教育中是有效的,提高学术成绩和参与度.
- 在心理学中CBL的应用是新生的,面临课程,方法和实施挑战.
- 需要进一步的研究,以充分利用CBL在心理学教学的优势.
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