桥梁解剖学,组织学和病理学:一个新的课程组成部分,包括第一年医学学生的自主学习
Linda C Hanley1, Joyce Ou1, Dale Ritter1
1Warren Alpert Medical School, Brown University, Providence, RI USA.
Medical science educator
|October 27, 2023
概括
医学学生发现一个新的解剖学,组织学和病理学教育活动非常有用. 综合方法促进了自主学习和团队合作,97%的人建议继续使用.
科学领域:
- 医学教育 医学教育
- 病理学教育教育 病理学教育
- 解剖学科学 解剖学科学
背景情况:
- 医学学生在解剖学剖析过程中经常遇到病理.
- 将病理学纳入解剖学教育可以增强学习.
- 需要新的教育策略来将基础科学与临床病理学联系起来.
研究的目的:
- 为医学学生设计和评估一种新的教育活动.
- 通过自主学习和团队合作,整合解剖学,组织学和病理学.
- 评估学生对活动有用性的看法,并确定需要改进的领域.
主要方法:
- 开发了一项新的教育活动,将解剖学,组织学和病理学联系起来.
- 该活动包括自主学习,团队合作和病理学家主导的反.
- 在活动后采集学生反,使用利克尔特比例表.
主要成果:
- 超过97%的学生认为这项活动是有用的 (利克尔特尺度1-5).
- 主要优势包括自主学习,内容设计和交互 (同行,教师).
- 需要改进的领域包括分配清晰度,病理范围和虚拟格式.
结论:
- 新的综合教育活动得到了医学学生的高度评价.
- 这种方法有效地结合了解剖学,组织学和病理学学习.
- 该活动显示了在医学课程中继续使用的潜力,并指出了需要改进的领域.
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