使用基于实例的feedforward来提高医学学生在构建响应评估中的表现
Anjana Verma1, Ashish Patyal2, Jitendra Kumar Meena3
1Associate Professor (Community Medicine), Geetanjali Medical College & Hospital, Udaipur, Rajasthan, India.
Medical journal, Armed Forces India
|December 25, 2023
概括
比例,或分级的样本答案,与传统的讲座相比,医学生的表现显著提高. 学生和教师都发现,模范是提高学习和参与度的有效方法.
科学领域:
- 医学教育 医学教育
- 教育心理学教育心理学
背景情况:
- 范例,定义为对以前考试中的理论问题的分级答案,为学生提供了对评估标准的见解.
- 这种"反"机制旨在指导学生,并在考试前促进自我调节的学习.
研究的目的:
- 为了比较教学讲座与实例相结合的教学讲座与单独的教学讲座对学生表现的影响.
- 评估学生在医学教育中使用模范的态度和看法.
主要方法:
- 一项涉及印度拉贾斯坦邦256名医学学生的干预研究,随机分为控制 (教学讲座) 和干预 (教学讲座 + 实例) 组.
- 进行了干预后的知识测试,态度评估和焦点小组讨论以收集数据.
- 教师反也被纳入了研究的发现.
主要成果:
- 与对照组相比 (5.5 ± 1.6),干预组在测试后获得的平均得分明显高 (6.1 ± 1.74) ,p值为0.03.
- 干预组中的大多数学生 (73%) 认为模范增强了学习, (60.9%) 增加了对主题的兴趣.
- 焦点小组讨论揭示了关键主题,包括基于示例的前的优势,实施挑战和改进建议.
结论:
- 实例显然提高学生在医学教育的学术表现.
- 学生和教师都认为模范是提高学习过程和参与度的宝贵工具.
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