医学,牙科和护理学生与虚拟实践课程的经验:发展中国家的跨部门研究
Samir Al Bashir1, Nosayba Al-Azzam2, Lina Elsalem3
1Department of Pathology and Microbiology, Faculty of Medicine, Jordan University of Science and Technology, Irbid, Jordan.
Advances in medical education and practice
|October 4, 2023
概括
虚拟实验室会议为医疗保健学生提供时间和精力方面的好处,但可能会影响教学回忆. 结果表明,根据学生人口统计数据,为未来的教育规划量身定制虚拟学习体验.
科学领域:
- 医学教育 医学教育
- 健康 专业 教育 卫生 专业 教育
- 数字学习数字学习
背景情况:
- 由于COVID-19大流行,我们必须迅速从传统的校园教育转向虚拟的医疗保健教育.
- 有限的研究存在于学生与虚拟实验室会议的经验,特别是关于时间,努力和学习成果.
- 了解学生的观点对于优化虚拟实验室学习环境至关重要.
研究的目的:
- 为了比较学生在医疗保健教育中的虚拟和校园实验室会议之间的经验.
- 评估偏好,时间投入,所需的努力,教学回忆和未来的教学偏好.
- 确定影响这些经验的因素,如性别,专业和学习年份.
主要方法:
- 一项横截面研究调查了约旦科技大学的455名医学,牙科和护理学生.
- 一个谷歌表格问卷评估了虚拟与校园实验室会议对解剖学,病理学,微生物学,组织学和生理学.
- 收集的数据包括自我报告的偏好,花费的时间,努力,教学回忆和未来的教学偏好.
主要成果:
- 大多数学生更喜欢虚拟会议用于组织学,病理学和微生物学,但不是解剖学或生理学.
- 较少的学生报告说,在组织学和微生物学虚拟会议上花费的精力更少.
- 虽然虚拟会议被认为消耗更少的时间,但与校园会议相比,参与者对指示的回忆效果不那么好.
- 根据性别,专业和研究年份,在经验中发现了显著的差异.
结论:
- 由于大流行,转向虚拟医疗保健教育提供了机会,但需要仔细规划.
- 在虚拟环境中学生的偏好,时间,精力和回忆是不同的,应该考虑.
- 未来的虚拟学习策略必须考虑到人口差异,以确保有效实施和为潜在的未来危机做好准备.
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