关于"在线移动"的挑战性假设,以应对COVID-19,以及一些实用的建议
Tim Fawns1, Derek Jones1, Gillian Aitken1
1University of Edinburgh.
MedEdPublish (2016)
|December 7, 2023
概括
COVID-19已经将健康专业的教育转移到在线. 这篇文章质疑有关在线学习的假设,并为教育工作者提供建议,以确保学生和专业人士的优质体验.
科学领域:
- 医学教育 医学教育
- 在线学习在线学习
- 健康 专业 教育 卫生 专业 教育
背景情况:
- 由于COVID-19的流行,医疗,相关健康和护理课程必须转向在线格式.
- 世界各地的大学正在关闭校园,影响传统的教育.
研究的目的:
- 挑战健康专业教育中关于"转向在线教学"的常见假设.
- 为教育工作者提供实用指导,以防止在线学习环境中的潜在陷.
- 为各种学习者和专业提高在线教育的质量.
主要方法:
- 利用广泛的集体经验,在临床和学术环境中教导卫生专业人员.
- 借鉴在线学习教学和交付方面的专业知识.
- 综合个人经验,现有研究和相关文献的见解.
主要成果:
- 确定了与在线健康专业教育过渡相关的关键考虑和潜在陷.
- 强调在线教育本质上并非劣质,而是需要特定的教学方法.
- 为新的在线教学教育工作者提供了切实可行的建议.
结论:
- 医疗专业的在线教育需要仔细规划和适应,而不仅仅是从校园方法转变.
- 解决潜在假设对于成功的在线课程交付至关重要.
- 有效的在线教学策略可以确保全球卫生专业人员获得高质量的教育体验.
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