调整学习目标,评估和积极学习以促进医学生理学第一年课程的批判性思维:学到的经验教训
Lisa Carney Anderson1, Carolina Fernandez-Branson2
1Department of Integrative Biology and Physiology, University of Minnesota, Minneapolis, Minnesota, United States.
Advances in physiology education
|March 21, 2024
概括
在生理学课程的第一年医学学生通过与学习目标一致的形成性评估提高了参与度. 然而,学生们在考试期望方面遇到了困难,这凸显了在使用学习目标进行学习方面需要更好的指导.
科学领域:
- 医学教育 医学教育
- 生理学课程开发课程的发展.
- 学生学习策略 学生学习策略
背景情况:
- 批判性思维对于医学学生的临床前成功至关重要.
- 将学习目标与评估结合起来,是教育的关键策略.
- 一年级医学生理学课程需要有效的学习习惯来掌握.
研究的目的:
- 评估明确调整的学习目标和形成性评估对一年级医学学生参与和理解生理学的影响.
- 探索学生的学习习惯和对课程期望的看法.
- 确定课程交付和评估设计的潜在改进.
主要方法:
- 实施了一个生理学课程,强调学习目标和基于证据的研究技术.
- 利用积极学习,检索实践和与目标一致的简短答案形成性评估.
- 通过匿名在线调查和定性焦点小组访谈收集的数据.
主要成果:
- 学生的参与与面对面的出席和完成形成性评估有显著的相关性.
- 学生们重视批判性思维,但误解了考试期望.
- 很少有学生主动使用学习目标来指导他们的学习策略.
结论:
- 形成性评估和明确的学习目标可以提高学生对医学生理学的参与度.
- 解决学生对考试期望的误解对于学术成功至关重要.
- 关于利用学习目标进行学习的指导可能会改善考试成绩和课程目标的实现.
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