使用混合教学方法提高医学学生的自主学习能力:一项准实验性研究
Si Ying Lu1, Xiang Peng Ren2, Huang Xu3
1Department of Clinical Medicine, Jiaxing University Medical College, Jiaxing, 314001, Zhejiang, China.
BMC medical education
|August 29, 2023
概括
与传统教学相比,混合学习显著提高了医学学生的自主学习 (SDL) 能力. 综合和交互式学习者从混合方法中受益最多,在多个SDL因素中表现出改善.
科学领域:
- 医学教育 医学教育
- 学习科学 学习科学
背景情况:
- 自主导向学习 (SDL) 对医学学生未来的临床实践至关重要.
- 混合教学提供了设计促进SDL的活动的机会.
- 本研究将SDL能力与混合教学和传统教学教学方法进行比较.
研究的目的:
- 评估医学学生的自主学习能力的差异,这些学生接受了混合教学与传统教学教学.
主要方法:
- 239名医学学生分为一个实验组 (混合教学) 和一个控制组 (传统教学教学).
- 该研究于2022年2月至7月进行.
- 评估和比较两个组之间的自主学习能力.
主要成果:
- 在混合组和传统组之间观察到所有六个SDL能力因素的显著差异 (p <0.05).
- 在混合组中,全面学习者在所有六个SDL因素中都表现出改善,交互式学习者在四个因素中,被动学习者在一个 (信息处理) 中.
- 在对照组中,学习类型之间没有发现显著差异.
结论:
- 混合教学比传统的教学教学更有效地培养临床医学学生的SDL能力.
- 在混合学习环境中,SDL的提高程度受学习者参与类型 (全面,交互,被动) 的影响.
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