协作学习和自我组织对医学学生解剖学学业绩的影响
Harald Knof1, Markus Berndt2, Thomas Shiozawa1
1Department of Anatomy, Institute of Clinical Anatomy and Cell Analysis, Faculty of Medicine, Eberhard Karls University of Tuebingen, Elfriede-Aulhorn-Straße 8, Tuebingen 72076, Germany.
医学学生在疫情期间的数字学习影响了自我评估,而不是考试成绩. 倡议协作学习增强了现实的自我评估,但无论是协作还是组织策略都没有影响解剖学考试结果.
科学领域:
- 医学教育 医学教育
- 数字学习数字学习
- 人体解剖学 解剖学 解剖学
背景情况:
- 大学教学在2021年转向数字化,限制了学生的社交互动和自我组织.
- 这项研究考察了这些变化对医学学生学业成绩的影响.
研究的目的:
- 调查数字学习条件如何影响医学学生在口腔解剖学考试中的学业表现.
- 分析协作和组织学习策略的作用.
主要方法:
- 146名医学学生填写了评估学习策略的问卷.
- 学业成绩通过口腔解剖学考试来衡量.
- 学生自行评价他们的口头考试成绩.
主要成果:
- 协作和自我组织的学习策略也被学生使用.
- 在协作学习和现实的自我评估之间发现了显著的负相关性.
- 倡议协作学习,但不是下属,影响了现实的自我评估.
结论:
- 倡议协作学习者表现出更现实的自我评估,可能是由于社会引用.
- 没有发现学习策略与实际考试成绩之间的相关性.
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