在临床前医学教育中使用隐性类增长分析来检测群体发育轨迹
1School of Medicine, Case Western Reserve University, 10900 Euclid Avenue, Cleveland, OH, 44106-7504, USA. Xiaomei.song@case.edu.
Advances in health sciences education : theory and practice
|September 7, 2023
概括
这项研究确定了医学生在临床前解剖学课程中的四种不同的学习轨迹. 这些子组在MCAT和USMLE第一步等标准化考试中的表现有显著差异.
科学领域:
- 医学教育 医学教育
- 学生发展 学生发展
- 学习分析学习分析
背景情况:
- 了解医学学生的发展对于有针对性的支持至关重要.
- 个人学习步伐需要确定学生子组,以获得公平的教育.
研究的目的:
- 为了探索医学学生的纵向发育轨迹.
- 根据解剖学课程的表现来确定不同的学生子组.
- 检查标准化测试成绩中的群体差异.
主要方法:
- 使用了潜伏类增长分析.
- 分析了两年临床前两年的学生在解剖学课程中的表现.
- 标准化得分 (MCAT,USMLE Step 1) 在已识别的子组之间进行了比较.
主要成果:
- 确定了四个不同的医学学生子组,他们有不同的学习轨迹.
- 在这些子组之间发现了关于它们的拦截点和斜率的显著差异.
- 群体差异与医学院招生考试 (MCAT) 和美国医学执照考试 (USMLE) 第一步的标准化分数相关.
结论:
- 医学学生群体在学习轨迹方面表现出显著的异质性.
- 确定特定的学生子组可以为个性化干预和资源分配提供信息.
- 需要进一步的研究来探索这些发育模式及其影响.
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