将参与式学习纳入医学学生的大型小组会议
Kathryn S Ivy1, Allison R Larson2
1Boston University School of Medicine.
MedEdPublish (2016)
|February 26, 2024
概括
医学学生对皮肤病学混合学习方法的满意度和参与度增加. 这种积极学习策略改善了协作和自我报告的理解.
科学领域:
- 医学教育 医学教育
- 积极学习策略 积极学习策略
背景情况:
- 在医学教育中,越来越重视积极和参与式的学习.
- 传统的讲座格式可能不能完全促进学生的参与或合作.
研究的目的:
- 评估医学学生在皮肤病学模块中的满意度和表现,使用混合学习方法.
- 评估大型团队参与的学习课程和家庭模块对学生成绩的影响.
主要方法:
- 在两年的时间里,从一周的皮肤病学课程过渡到整合交互式大型小组会议.
- 通过问卷评估课程满意度,考试成绩和学生对参与式学习的看法.
主要成果:
- 总体而言,课程满意度从94%提高到99% (不错或很好).
- 学生对讲座参与度的评分从88%上升到98%.
- 学生合作的机会显著增加,从50%上升到92%.
结论:
- 大组参与学习有效促进医学学生之间的合作.
- 这种积极的学习格式提高了自我报告的理解能力和整体课程满意度.
- 学生的反突出了优化课前模块时间和格式的必要性.
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