概念绘制一个潜在的教学策略,以促进生理学学生的有意义的学习
Smita R Sorte1, Suvarna Sande2, Sachin B Rathod3
1Department of Physiology, AIIMS, Nagpur, Maharashtra, India.
Journal of education and health promotion
|March 25, 2024
概括
与传统的问答方法相比,概念映射显著改善了医学学生的生理学学习. 这一策略增强了快速和潜在学习者的认知收益和有意义的学习.
科学领域:
- 医学教育 医学教育
- 生理学学习 学习生理学学习
背景情况:
- 了解人类生理学对于临床实践至关重要.
- 创新的教学方法可以增强概念知识和临床应用.
- 概念映射被探索为一种改善生理学教育的策略.
研究的目的:
- 在生理学中教授概念映射,以实现有意义的学习.
- 将概念映射与传统的学习影响方法进行比较.
- 评估认知收益和学生对概念映射的看法.
主要方法:
- 一项针对MBBS一年级学生的干预研究.
- 学生被分类为快速学习者 (RL) 和潜在学习者 (PL).
- 干预组使用概念映射;对照组使用关于膜过的问答讨论.
主要成果:
- 所有组都显示出显著的测试前和测试后得分改善 (P <0.05).
- 概念映射组在统计学上表现出比对照组显著的绩效增长.
- RL和PL子组都从概念映射中受益.
结论:
- 概念映射在生理学学习中比问答讨论更有效.
- 概念映射是增强认知收益的有影响力的工具.
- 它作为一个有价值的教学策略,用于生理学有意义的学习.
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