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生命有效性目标框架,以激励医学学生在线学习:一个随机对照试验

Adam G Gavarkovs^1,2, Jeff Crukley^3,4,5, Erin Miller⁶

¹Institute of Health Policy, Management and Evaluation, University of Toronto, Toronto, Ontario, Canada.

Perspectives on medical education

|October 30, 2023

概括

生命目标框架并没有显著改善医学学生的动力或学习成果. 感知到的学习能力调节了动机,但该策略没有显示出整体益处. 未来的研究应该探索增强对自信学习者的这种方法.

科学领域:

医学教育医学教育
教育心理学教育心理学
在线学习在线学习

背景情况:

医学教育工作者需要策略来增强在线学习环境中的学生动机.
生命目标框架,将学习与未来的临床实践联系起来,可能会促进自主动机和知识保留.
然而,低感知学习能力 (PCL) 可能会对生活目标框架的有效性产生负面影响.

研究的目的:

测试生命目标框架作为医学学生在线模块的设计策略的有效性.
调查感知学习能力 (PCL) 对生活目标制定的结果的调节效应.

主要方法:

一项随机对照试验,涉及加拿大四所大学的128名一年级和二年级医学学生.
学生被分配到一个在线模块,有或没有生活目标框架提示.
包括动机,学习策略的使用和知识保留在内的结果使用贝叶斯回归来评估.

主要成果:

感知学习能力 (PCL) 调节了自主动机,但没有影响其他结果.
生活目标框架显示,对动机,学习策略或知识保留没有统计学上显著的影响.
观察到对链接点击行为的轻微影响,但即使在PCL高的学习者中也没有发现显著的影响.

结论:

学习者的自主动机受到了他们从有关未来目标和当前信心的指令中获得的意义的影响.
目前,不建议将生活目标框架作为有效的在线学习设计策略.
未来的研究应该专注于优化生活目标框架,以造福具有更高信心水平的学习者.

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