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与基于案例的学习,翻转课堂和在职前医疗课程中的讲座相关的考试项目等效表现
Dorothy Hughes1, Sarah A Keim2, Joseph D Fontes3
1Department of Population Health, University of Kansas School of Medicine, KS 66160 Kansas City, USA.
Medical science educator
|October 27, 2023
概括
医学院的学生 医学院的学生
科学领域:
- 医学教育 医学教育
- 学习模式的学习方式
- 获取知识 获取知识
背景情况:
- 传统的讲座和积极的学习策略在医学课程中被采用.
- 基于案例的协作学习 (CBCL) 是一种积极的学习方法.
- 由于COVID-19的流行,人们不得不转向在线学习环境.
研究的目的:
- 为了比较医学教育中的主动和被动学习活动之间的知识获取.
- 评估基于案例的协作学习 (CBCL) 变化对考试成绩的影响.
- 评估在COVID-19流行期间小组课程在线交付对学习成果的影响.
主要方法:
- 考试项目难度值在几年内收集了讲座,翻转教室和CBCL.
- 使用统计分析和数据建模来比较不同学习活动中的考试项目难度.
- 分析了多项选择总结考试的表现.
主要成果:
- 在积极和被动学习活动之间,没有发现考试项目难度的显著差异.
- 基于案例的协作学习 (CBCL) 的执行变化没有影响考试项目表现.
- 将CBCL转移到在线平台并没有影响考试项目的难度,尽管在线教学期间总体考试成绩略有下降.
结论:
- 通过总结性考试测量的知识获取,在这个医学课程中的不同学习活动模式中是相当的.
- 积极学习策略,包括CBCL,无论交付格式如何,都是有效的.
- 转向在线学习并没有影响知识获取的评估.
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