综合实验室课程在心理学学位学习生理学:对学生的学习和经验的影响
Judit Sánchez1, Beatriz Navarro-Galve2, Marta Lesmes1
1Departamento de Educación y de la Comunicación, Universidad Europea de Madrid, Madrid, Spain.
Frontiers in psychology
|November 29, 2023
概括
将生理学实验室课程整合到基于问题的学习临床案例中,提高了心理学学生对理论内容的理解. 这种方法提高了健康科学教育中的参与度和学习成果.
科学领域:
- 健康 职业 教育 教育 专业
- 生理学教育教育 物理学教育
- 心理学课程开发 心理学课程开发
背景情况:
- 生理学是健康科学中的核心学科,但经常被心理学学生认为是困难的.
- 学生们努力将生理学概念与他们未来的职业角色联系起来.
- 需要创新的教学策略来改善心理学本科生生理学学习.
研究的目的:
- 为了比较传统和综合实验室课程格式之间的学生偏好和学业表现.
- 为心理学学生在基于问题的学习 (PBL) 框架内评估综合实验室课程 (ILC) 的有效性.
- 评估ILCs对理解理论生理学内容的影响.
主要方法:
- 一项试点研究比较了两组心理学学生 (n=87和n=92).
- 队列1经历了独立的实验室课程;队列2经历了PBL临床病例中的综合实验室课程 (ILC).
- 通过问卷评估学术成绩和学生经验.
主要成果:
- 在整体学术成绩中,队列之间没有显著差异.
- 第2组 (ILCs) 在理论内容得分上显著改善 (p < 0.05).
- 78.9%的学生更喜欢ILC,报告了更好的理解和对学习的感知价值.
结论:
- 将实验室课程整合到以PBL为导向的临床环境中,可以提高心理学学生对生理学内容的记忆力.
- ILCs代表了在心理学课程中教授生理学的有吸引力和有效的教学策略.
- 这种方法弥合了理论知识和健康科学中的专业应用之间的差距.
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