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在兽医课程中定义学习社区
Cheryl L Auch1, Courtney A Vengrin2
1Department of Veterinary Pathology, College of Veterinary Medicine, Iowa State University, Ames, IA USA.
Medical science educator
|March 21, 2024
概括
兽医学生更喜欢学习社区 (LCs) 只有不到七名成员,教师导师,并专注于课程. 这些协作性教育结构应该由学生选择,并为最佳学习提供多样性.
科学领域:
- 兽医教育 兽医教育
- 协作式学习是一种协作式学习.
- 教育心理学教育心理学
背景情况:
- 学习社区 (LC) 是公认的具有高影响力的教育实践.
- 目前对LC的研究主要集中在高中和本科阶段.
- 兽医专业课程中LC的结构需要定义以探索潜在的益处.
研究的目的:
- 为兽医学生定义一个理想的学习社区的结构特征.
- 收集学生关于兽医LC的最佳组成和功能的观点.
主要方法:
- 在爱荷华州立大学兽医学院 (2019-2020年) 开发了一种调查仪器,并向兽医学生进行了管理.
- 该调查包括有关人口统计,先前经验和理想LC结构的定性和定量问题.
- 通过使用已建立的编码系统,分析了针对反复出现的主题的定性响应.
主要成果:
- 在LC偏好和诸如以前LC参与,年龄和性别认同等因素之间发现了显著的相关性.
- 理想的LC特点包括学生选择,教师指导,并专注于课程与社会元素.
- 兽医学生更喜欢较小的LC (不到七名成员),由朋友组成,在课时和课后会面,并且多样化.
结论:
- 该研究定义了兽医教育中有效学习社区的关键结构元素.
- 结果为实施和研究兽医课程中的LC提供了基础.
- 学生定义的偏好突出了同行互动,指导和平衡的学术和社会重点的重要性.
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