学习转移在组织学:从纵向研究的见解
Dogus Darici1, Kristina Flägel2, Katharina Sternecker3
1Institute of Anatomy and Molecular Neurobiology, University of Münster, Münster, Germany.
Anatomical sciences education
|December 29, 2023
概括
医学学生可以将组织学知识转移到新的任务中,但这种技能在课程中以后才会发展. 有效的解剖学课程应考虑理论知识的时机和整合以及实际保留,以实现最佳的学习转移.
科学领域:
- 医学教育 医学教育
- 人体解剖学 解剖学 解剖学
- 历史学 历史学 历史学
背景情况:
- 解剖学教师的目标是让学生将学到的知识应用于新的情况.
- 了解学习转移在医学组织学中的发展至关重要.
研究的目的:
- 调查医学学生在组织学课程中的学习转移的发展.
- 确定成功的知识转移和保留的预测因素.
主要方法:
- 一个两组的纵向研究,涉及医学学生在一个10周的组织学课程.
- 评估理论任务,记忆任务 (熟悉的幻灯片) 和转移任务 (不熟悉的幻灯片) 在0,10和20次会议.
- 利用眼睛跟踪方法来分析任务完成期间的视觉活动.
主要成果:
- 组织学组的表现明显优于对照组,特别是在课程后半段 (η2 = 0.268,p < 0.001).
- 10次会议后的保留性能 (β = 0.32,p = 0.028) 和20次会议后的理论知识 (β = 0.46,p = 0.003) 最好的预测最终转移性能.
- 组织学组在转移任务期间表现出增加的视觉活动 (η2 = 0.103,p = 0.014).
结论:
- 医学学生展示了将组织学知识转移到不熟悉的问题的能力.
- 在课程的后期出现了积极的转移效应,突出了课程持续时间和结构的重要性.
- 课程设计必须仔细考虑理论,保留和转移之间的相互作用,以有效地促进解剖学教育中的学习转移.
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