从医学学生的看法来评估混合学习:一种混合方法研究
Salmah Shelly1,2, Irfan Idris1,3, Nasruddin Andi Mappaware1,4
1Departement of Medical Education, Faculty of Medicine, Hasanuddin University, Makassar, Indonesia.
Journal of advances in medical education & professionalism
|February 5, 2024
概括
医学学生发现混合学习是有效的,提高了动力和效率. 然而,他们指出,工作量和电子学习平台的技术问题存在挑战,需要良好的时间管理.
科学领域:
- 医学教育 医学教育
- 教育技术的教育技术
背景情况:
- 4.0工业革命需要医学院的适应性教学策略.
- 混合学习提供了一个解决方案,以克服医疗教育的空间和时间限制.
研究的目的:
- 评估医学院混合学习实施的有效性和效率.
- 评估学生对哈桑迪恩大学混合学习的看法.
主要方法:
- 一种连续的解释性混合方法方法,结合了定量和定性数据.
- 通过调查从782名本科医学学生收集的定量数据.
- 通过与13名学生的重点小组讨论收集了定性数据.
主要成果:
- 大多数学生认为混合学习有优势 (平均±SD:3.79±0.78).
- 电子学习平台对学习做出了重大贡献 (平均±SD:3.88±0.67).
- 学生报告工作量很大,需要时间管理 (平均±SD:3.45±0.84),网络错误和视频质量等问题.
结论:
- 学生报告说,混合学习可以提高动机,效率和适应能力.
- 积极的学生反突出了提高学习效率和材料的可访问性.
- 电子学习平台的技术挑战需要注意,以实现最佳的混合学习.
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