在用小组讨论取代同行讲座后对医学学生知识成果的影响
Korakit Imwattana1,1, Pattarachai Kiratisin1,1, Patsharaporn Techasintana2,2
1Department of Microbiology.
MedEdPublish (2016)
|December 11, 2023
概括
在医学微生物学教学中,小组讨论 (SGD) 证明比同行讲座更有效,耗时更少. 与2015年相比,2016年使用SGD的学生在一个部分取得了更高的分数.
科学领域:
- 医学教育 医学教育
- 微生物学教学 微生物学教学
背景情况:
- 积极学习策略可以提高学生的学业成绩和满意度.
- 之前的研究表明,与教师讲座相比,同行讲座是耗时的,但没有改善知识成果.
- 医学微生物学教育需要有效的教学方法,以应用为基础的学习.
研究的目的:
- 为了比较教师讲座和小组讨论 (SGD) 与同行讲座在教学医学微生物学应用中的有效性.
- 评估教师和学生不同的教学方法的时间效率.
- 评估教学方法变化对学生知识获取的影响.
主要方法:
- 一个准实验设计,比较两个医学学生队伍.
- 2015年队列主要接受同行讲座 (91.5%的相关时间).
- 2016年队列主要接受教师讲座和SGD (73.9%的相关时间).
- 通过使用多选题 (MCQ) 在三个部分的分数来评估知识结果.
主要成果:
- 与2015年队列 (同行讲座) 相比,2016年队列 (SGD) 在第3节显示了显著更高的MCQ分数 (80.8%对60.5%,p < 0.001).
- 对于第1节,第2节或整体得分,没有观察到MCQ得分的显著差异.
- SGD不需要额外的课外准备时间,而同行教学则需要每小时0.5-2小时的教学时间.
结论:
- 小组讨论 (SGD) 提供与医学微生物学同行讲座相似或优越的知识成果.
- 与同行讲座相比,SGD对教师和学生来说都更有效地节省了时间.
- 在这个特定的医学微生物学课程中,SGD代表了一种比同行讲座更有利的教学方法.
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