卫生专业的学习者对电子学习的评估基于场景的案例研究设计:重新振兴翻转的课堂模式
Moshtagh R Farokhi1, Dana Kiefer English2, Stephanie L Boone3
1Department of Comprehensive Dentistry, School of Dentistry, UT Health Science Center at San Antonio, San Antonio, Texas, USA.
Journal of dental education
|September 27, 2023
概括
交互式基于场景的学习 (SBL) 案例有效地吸引了卫生专业的学生,他们更喜欢修改的翻转课堂 (MFC) 方法. 这些病例改善了对临床成功的信心和准备,突出了SBL.
科学领域:
- 医学教育 医学教育
- 健康 职业 教育 教育 专业
- 数字学习技术数字学习技术
背景情况:
- 基于情景的交互式学习 (SBL) 案例是为了解决患者获得医疗保健和口腔系统健康连接的障碍而开发的.
- 这些SBL案例旨在吸引数字原生学习者,并为翻转 (FC) 或修改的翻转课堂 (MFC) 交付模式提供信息.
研究的目的:
- 评估SBL互动病例在卫生专业教育中的有效性.
- 为了比较FC和MFC交付方法之间的学习者参与和结果.
- 评估SBL病例对临床能力和信心的长期影响.
主要方法:
- 卫生专业的学生参与了SBL病例,使用FC或MFC交付.
- 完成后的调查评估了学习者的经验和偏好.
- 高年级牙科学生对SBL病例的信心和回忆被评估在分娩后两年.
主要成果:
- 在FC和MFC的分数中没有显著差异,但学习者更喜欢MFC方法 (96.5%对93.2%).
- 学习者发现SBL的案例是相关的,令人反思的,对决策和反有益的.
- 48%的高级牙科学生回忆起SBL病例对他们的临床实践产生了积极影响.
结论:
- 交互式SBL案例促进健康专业学生的积极学习和批判性思维.
- SBL案例增强学习者的知识,可以整合到各种教育环境中.
- 与学习者合作开发教学策略,确保公平,以学生为中心的教育.
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