积极学习方法,与形成性评估相关,改善了心脏生理学的知识,并减少了测试前的压力和焦虑
Lais Tono Cardozo1, Patricia Oliveira de Lima1, Maeline Santos Morais Carvalho1
1Department of Biosciences, Piracicaba Dental School, University of Campinas (UNICAMP), Piracicaba, Brazil.
Frontiers in physiology
|September 25, 2023
概括
积极学习策略与形成性评估相结合,可以减少学生在牙科考试期间的压力和焦虑. 这种方法还可以提高学习成果,而不是传统的基于讲座的方法.
科学领域:
- 医学教育 医学教育
- 生理学 生理学 生理学
- 心理学 心理学 心理学
背景情况:
- 学生评估焦虑与知识不安全有关.
- 有效的学习策略可以减轻与评估相关的压力.
- 传统的教学方法可能无法充分解决学生的焦虑.
研究的目的:
- 测试积极学习和形成性评估是否能减少牙科学生的焦虑和压力.
- 为了比较主动与传统方法对学习和压力生物标志物的影响.
- 评估对学业成绩的影响.
主要方法:
- 牙科学生分为传统的 (讲座) 和活跃的 (讲座,教科书,游戏,形成性评估) 组.
- 唾液样本测量了皮质醇和α-氨基酶作为压力生物标志物.
- 州际焦虑清单评估了焦虑水平.
- 学业成绩是通过考试成绩来衡量的.
主要成果:
- 积极学习组在测试中得分明显更高.
- 积极学习组在测试前没有显示皮质醇或α-氨酶的显著增加.
- 传统组在测试前显示皮质醇和α-氨酶水平增加.
- 两组都增加了焦虑,但在传统组中,这种增加更大.
结论:
- 积极的方法与形成性评估有效地减少了牙科学生的测试相关的压力和焦虑.
- 与传统讲座相比,这种方法可以提高学术表现.
- 整合积极学习策略对学生的福祉和学术成功有好处.
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