教学讲座和基于活动的学习的比较,用于教学第一专业的MBBS学生在解剖学科目
Dewanshi Mishra1, Shweta Singh2, Abeer Z Khan2
1Anatomy, Dr. Ram Manohar Lohia Institute of Medical Sciences (DRRMLIMS), Lucknow, IND.
Cureus
|January 26, 2024
概括
教学讲座和基于活动的学习 (ABL) 都有效地教导一年级医学学生解剖学. 然而,教学讲座的保留率略高,这表明讲座对于解剖教育至关重要.
科学领域:
- 医学教育 医学教育
- 解剖学教学学术的教育学
背景情况:
- 传统的教学方法正随着基于活动的学习 (ABL) 等创新方法的发展而发展.
- 这项研究调查了ABL与MBBS第一年学生解剖学的传统教学讲座的比较有效性.
研究的目的:
- 为了比较教学讲座和基于活动的学习 (ABL) 在教学解剖学的有效性.
- 评估第一年医学学生的保留率和概念理解.
主要方法:
- 一项涉及100名MBBS一年级学生的比较研究,这些学生被随机分配到两个组.
- 组A接受了教学讲座,而组B接受了基于活动的学习 (ABL) 对两个解剖学主题.
- 在每种教学方法后立即进行后测试,以评估学习成果.
主要成果:
- 教学讲座和ABL都是有效的教学方法.
- 教学讲座组在手臂主题的测试后得分略高 (p=0.249).
- 在ABL组的乳腺腺主题 (p=0.520) 的测试后得分略高 (p=0.520),这两个结果在统计学上都无意义.
结论:
- 教学讲座仍然是对MBBS一年级学生解剖学的教学中至关重要的组成部分,不能仅仅被ABL所取代.
- 在ABL之后的讲座的综合方法可以提供增强的记忆力和概念理解.
- 未来的教学策略应该考虑整合这两种方法,以获得最佳的解剖学学习成果.
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