[耳鼻科的课程需要多少数字化? :从学生和教师的角度看的机会和局限性]
Lisa Schmitz1,2, Christian S Betz3, Arne Böttcher3
1Klinik und Poliklinik für Hals‑, Nasen‑, Ohrenheilkunde, Universitätsklinikum Hamburg-Eppendorf, Hamburg, Deutschland. l.schmitz@uke.de.
HNO
|February 19, 2024
概括
医学学生对数字教学格式持批评态度,大多数人更喜欢亲自教学,以获得实践技能和动力. 数字化可能会减少讲师的工作量,但会对学生的参与和学习产生负面影响.
科学领域:
- 医学教育 医学教育
- 数字学习技术数字学习技术
- 学生的感知 学生的感知
背景情况:
- 数字化越来越多地融入到医疗培训中.
- 医学学生,作为"数字原住民",被认为渴望广泛的数字化.
- 这项研究调查了学生对临床医学研究中数字教学的看法.
研究的目的:
- 探索医学学生在临床阶段如何看待他们教育的数字化.
- 在数字化环境中,确定学生对有效医学教育的需求.
主要方法:
- 进行了两次在线问卷调查.
- 调查1:汉堡大学第5至第9个学期的医学学生 (n=282).
- 调查2:德国各地耳鼻喉诊所的员工 (n=175).
主要成果:
- 76名学生和123名讲师参加了这次活动.
- 大多数学生 (72.7%) 拒绝使用数字格式来教授实践技能.
- 学生报告说,线下格式提高了注意力 (61.1%),参与 (63.9%) 和动机 (76.6%).
- 40.2%的讲师认为数字化是减少工作量而不影响教学质量的手段.
结论:
- 数字教学格式对被调查的医学学生的教育产生了负面影响.
- 增加互动和身体存在对于提高学生的动力至关重要.
- 医学学生对研究的广泛数字化表达了批判性的看法.
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