在本科课堂牙科教育中的积极学习-一个范围审查
Arnaldo Perez1, Jacqueline Green1, Mohammad Moharrami2
1School of Dentistry, Faculty of Medicine & Dentistry, University of Alberta, Edmonton, Alberta, Canada.
PloS one
|October 26, 2023
概括
牙科教育中的积极学习策略显示出提高学生满意度和知识的前景. 需要进一步的研究来评估它们对技能发展和行为改变的影响.
科学领域:
- 牙科教育研究 牙科教育研究
- 教育心理学教育心理学
- 课程开发 课程开发
背景情况:
- 之前关于牙科教育中的积极学习的审查范围有限,经常侧重于特定的策略,而不是全面的概述.
- 需要绘制关于本科牙科课堂设置中的积极学习策略的研究活动的广度和深度.
研究的目的:
- 进行范围审查,绘制本科牙科教育中积极学习策略的研究格局.
- 在此背景下确定评估积极学习的研究范围和性质.
主要方法:
- 该审查遵循了阿克西和奥马利的框架和PRISMA扩展范围审查指南.
- 从2005年1月到2022年10月,在MEDLINE,ERIC,EMBASE和Scopus数据库中进行了搜索.
- 两位研究人员独立地从93篇选定的同行评审文章中选和提取数据.
主要成果:
- 大多数研究 (91.3%) 使用定量方法,重点关注学生的成绩,主要是满意度 (78.5%) 和知识获取 (65.6%).
- 翻转学习,小组讨论,基于问题的学习和基于团队的学习是最常被评估的策略.
- 大多数研究表明,与传统讲座相比,积极学习提高了学生的满意度和知识.
结论:
- 积极学习具有提高本科牙科教育学生学习的潜力.
- 需要更严格的研究设计来证明积极学习策略的有效性.
- 未来的研究应该探索积极学习对技能发展和行为改变的影响,以支持基于能力的牙科教育.
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