时间不是一切:即时和延迟的反对成型多选项测试的表现同样有益
Anna T Ryan1, Terry Judd1, Carey Wilson1
1Department of Medical Education, University of Melbourne, Melbourne, Victoria, Australia.
Medical education
|November 29, 2023
概括
测试增强学习 (TEL) 反时间不会影响医学学生的学习成果. 教师可以优先考虑实际考虑,而不是立即或延迟反,以获得有效的测试增强学习.
科学领域:
- 医学教育 医学教育
- 认知心理学 认知心理学
- 学习科学 学习科学
背景情况:
- 测试增强学习 (TEL) 通过定期测试和反来提高学生的参与度.
- 优化TEL的有效性需要了解反时间的影响.
- 在医学教育中,反的理想时间 (即时与延迟) 仍然不清楚.
研究的目的:
- 调查立即反时间对延迟反时间对医学学生的测试增强学习的影响.
- 评估反时间对近距离和远距离知识转移的影响.
主要方法:
- 41名医学学生在多项选择测试中获得了即时和延迟的概念反.
- 在即时和延迟后测试中,使用近距离和远距离转移项目评估了知识转移.
- 一个物流混合效应模型分析了成功知识转移的概率.
主要成果:
- 与近转移项目相比,学生在远转移项目的得分较低.
- 正确的初始答案预测了随后的正确答案.
- 在立即反组和延迟反组之间的学习成果中没有发现显著差异.
结论:
- 反时间 (即时与延迟) 在这种医学教育背景下不会显著影响测试增强学习的有效性.
- 在决定对TEL的反时间时,教育工作者可以考虑实际实施因素.
- 进一步的研究可以探索其他影响医疗培训TEL有效性的变量.
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