同行智能和病理学:停止教学创新,没有实现其潜力
Christopher Dimick Smith1,1, Anya Dai2,2, Diane Kenwright1,1
1University of Otago.
MedEdPublish (2016)
|December 7, 2023
概括
医学学生发现写多选题 (MCQ) 耗时. 提供模板和主题改善了态度,同时将MCQ纳入考试增加了参与度,尽管深度学习的效率仍然是一个问题.
科学领域:
- 医疗教育 医学教育
- 学习技术的学习技术
- 病理学教育教育 病理学教育
背景情况:
- 多选题 (MCQ) 可以让学生参与深度学习.
- PeerWise被用来促进学生主导的MCQ在病理学中写作和回答.
- 之前的研究已经探讨了学生生成的MCQ的有效性.
研究的目的:
- 调查不同策略对医学学生参与和对MCQ写作和回答的看法的影响.
- 评估学生生成的MCQ的效率,作为病理学教育中的深度学习策略.
主要方法:
- 一个为期三年的案例研究设计,涉及使用PeerWise的四年级医学学生.
- 干预措施包括提供写作建议,遵守布鲁姆的分类法,MCQ模板,分配主题和考试纳入激励措施.
- 通过评估调查和非正式反来衡量学生的感知.
主要成果:
- 在2016年,学生对MCQ写作的态度是负面的,在2017年,学生对模板和分配主题的态度更为积极.
- 在2018年,激励MCQ纳入最终考试显著增加了MCQ的数量回答.
- 尽管参与度增加,但由于时间需求,学生认为这项活动是对学习时间的低效利用.
结论:
- 提供结构化的支持 (模板,主题) 可以改善学生对创建MCQ的态度.
- 通过最终考试的纳入来激励MCQ创作,提高了学生的参与度.
- 医学学生的时间限制可能会限制MCQ写作的效率,以实现深度学习结果.
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