概括
一个新的在线入门课程成功地吸引了医学学生,改善了对机构期望的理解,并确定了数字技能需求. 这种创新方法支持学生的过渡,可以适应远程学习环境.
科学领域:
- 医学教育 医学教育
- 数字学习数字学习
- 学生过渡的学生过渡
背景情况:
- 医学学生面临着重大转型,需要新的学术,数字和专业技能.
- 格拉斯哥大学医学院的传统教学诱导方法得到了在线课程的补充.
- 根据创意公众许可证的现有资源被用于开发诱导材料.
研究的目的:
- 开发和评估一个互动的在线启动课程,用于入门的医学学生.
- 评估学生对在线入门课程的参与度和感知.
- 确定医学生入学计划中需要改进的关键领域.
主要方法:
- 使用创意公众资源创建了一个由五个单元组成的在线入门课程.
- 该课程采用了交互式方法,涵盖数字技能,学术写作和专业精神.
- 学生参与度通过课程访问,完成率,测试,调查和重点小组与316名入学学生进行测量.
主要成果:
- 学生参与度很高,有95%的学生参加了课程,89%的学生完成了课程.
- 学生根据职业期望对内容进行评价;建议包括添加当前学生的推.
- 对一些学生来说,强制性数字技能模块充当了障碍.
结论:
- 在线入门课程有效地为学生准备了机构的期望,并突出了个人的数字技能差距.
- 这些发现对于支持学生过渡至关重要,特别是在远程启动场景中.
- 开发的课程可以适应在其他医学教育环境中实施.
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