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医学学生在混合课程课程 (传统和基于问题的学习) 和相关因素的自我效能

Marcos Kubrusly¹, Bianca Oriá Almada de Aquino¹, Thomás Samuel Simonian¹

¹Unichristus University Center, R. João Adolfo Gurgel, 133 - Cocó, 60190-180, Fortaleza - CE, Brazil.

BMC medical education

|January 3, 2024

概括

混合PBL课程中的医学学生表现出强烈的自我效能. 像女性性别,工作和课外参与等因素与这个创新的教育模式中更高的自我效能得分相关.

科学领域:

医学教育医学教育
学习心理学学习的心理学.

背景情况:

自我效能,相信自己的成功能力,对于学业成绩至关重要.
以前的研究已经在传统和基于问题的学习 (PBL) 环境中探索了医学学生的自我效能.
混合PBL (hPBL) 模型,集成传统,PBL和实用元素,在学生自我效能和相关因素方面仍未得到充分研究.

研究的目的:

在混合PBL课程中调查医学学生的自我效能信念.
在这个hPBL环境中确定与自我效能相关的社会人口统计学和经验因素.

主要方法:

一项量化,观察性,横截面研究与巴西福塔雷萨的412名医学学生进行.
经过验证的"高等教育自我效益量表"问卷被使用.
收集了社会人口统计数据和参与课外活动的数据;统计分析使用了具有强大的错误的线性模型.

主要成果:

医学学生在所有测量维度 (中位数>8) 中表现出强烈的自我效能.
多变量分析显示,女性的性别,就业和参与课外活动与更高的自我效能得分有显著联系.
相反,男性性别与较低的自我效能有关.

结论:

混合PBL课程中的医学学生具有强大的自我效能.
在这种教育背景下,课外参与是自我效能的积极相关因子.
了解这些因素可以为战略提供信息,以支持和增强医学学生在不断变化的学习环境中的自我效能.

关键词:

学习学习学习学习学习基于问题的学习是基于问题的学习.自我有效性自我有效性学生, 医学学生, 医学

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