准备好或不准备好:在团队学习中对 (未) 评级的个人准备能力保证测试进行交叉研究
Zachary R Noel1, Violet Kulo2, Christina Cestone2
1Division of Practice Advancement and Clinical Education, UNC Eshelman School of Pharmacy, University of North Carolina at Chapel Hill, Chapel Hill, NC, USA.
American journal of pharmaceutical education
|February 13, 2024
概括
分级个人准备保证测试 (iRATs) 适度提高了学生的iRAT分数,但没有影响基于团队的学习药物治疗课程的考试成绩或成绩目标.
科学领域:
- 药物治疗教育 药物治疗教育
- 教育评估的教育评估.
背景情况:
- 基于团队的学习 (TBL) 是卫生专业教育中使用的一种教学方法.
- 个人准备保证测试 (iRAT) 是TBL的一个组成部分,在团队活动之前评估个人理解.
- iRATs的评分 (评分与未评分) 可能会影响学生的表现和动机.
研究的目的:
- 评估分级 (G) 与未分级 (UG) 个人准备能力保证测试 (iRATs) 对学生测试成绩和成绩目标的影响.
- 在药物治疗课程中,在不同的iRAT分级条件下,比较学生在iRAT和随后的考试中的表现.
主要方法:
- 在第二年药物治疗课程中实施了2x2交叉研究设计.
- 在课程的上半年,两组团队被分配到经过分级或未经分级的iRAT条件中,然后在下半年进行替代条件.
- 多变量方差分析 (MANOVA) 用于分析iRAT分数,考试分数和成就目标的差异.
主要成果:
- 与未经分级条件相比,在分级条件下 (72.51%) 的个人准备能力保证测试得分明显高于未分级条件 (67.99%).
- 检查得分显示,分级和未分级iRAT条件之间没有显著差异 (81.07%和80.32%).
- 根据iRAT评分条件,没有观察到在成就目标中的统计学意义上的差异.
结论:
- 在以团队为基础的学习药物治疗课程中,分级的iRAT导致个人准备度保证测试得分略高.
- 在随后的考试中,学生的成绩没有受到iRAT评分方法的显著影响.
- 评分iRATs没有影响学生在这个教育环境中的成绩目标.
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