心脏病混合学习计划在物理治疗学生的有效性:一个前性研究研究
Elena Marques-Sule1,2, David Hernández-Guillén2,3, Natalia Cezón-Serrano1,2
1Physiotherapy in Motion, Multispecialty Research Group (PTinMOTION), Department of Physiotherapy, University of Valencia, Valencia, Spain.
Frontiers in cardiovascular medicine
|December 11, 2023
概括
混合学习显著改善了物理治疗学生对心脏病的了解. 该计划还培养了高动力和参与度,使其成为一种有效的教育方法.
科学领域:
- 健康 专业 教育 卫生 专业 教育
- 物理疗法课程开发课程开发
- 心血管疾病教育 心血管疾病教育
背景情况:
- 新的教学方法正在出现,以提高学生的学习.
- 混合学习 (BL) 将传统的面对面教学与在线模式相结合.
- BL利用了传统和在线教育方法的独特优势.
研究的目的:
- 为了评估一个专注于心脏病的混合学习计划的有效性.
- 这项研究的目标是本科生理疗学生.
主要方法:
- 实施了为期8周的混合学习计划,结合了面对面的课程和在线资源.
- 124名本科生理疗法学生参加了这项研究,108人完成了这项研究.
- 知识,动机,参与,教学设计和学习行为在不同的时间点被评估.
主要成果:
- 在计划中期,计划结束时以及干预后12周和20周观察到知识的显著增加.
- 参与者表现出高度的内在动机和充分的外在动机.
- 参与度,教学设计和学习行为 (下载,主题访问,在线问卷填写) 报告了充足的分数.
结论:
- 混合学习计划是培养未来物理治疗师的适当方法.
- 该计划有效地提高了学生对心脏病的了解.
- 实现了高水平的动机和参与度,以及对教学设计和学习行为的积极反.
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