导师干预和小组过程对医学学生参与基于问题的学习的影响
Salah Eldin Kassab1,2, Hossam Hamdy1, Silvia Mamede3
1Gulf Medical University, Ajman, United Arab Emirates.
Medical education
|April 2, 2024
概括
导师与学生之间的关系和指导学习过程显著预测学生参与基于问题的学习 (PBL) 教程. 改善小组流程也可以提高参与度,特别是情绪和认知方面的参与度.
科学领域:
- 医学教育 医学教育
- 心理学 心理学 心理学
背景情况:
- 学生参与基于问题的学习 (PBL) 对有效的学习至关重要.
- 教师的教学风格,特别是辅导员的干预和小组动态,已知会影响参与.
- 然而,导师干预风格和小组过程对学生参与PBL辅导课程的确切影响仍然不清楚.
研究的目的:
- 调查导师干预风格和小组过程对学生参与基于问题的学习 (PBL) 教程的影响.
- 在PBL环境中确定医学学生行为,认知和情感参与的关键预测因素.
主要方法:
- 一项涉及176名2年级和3年级医学学生参加PBL教程的研究.
- 学生填写了验证的问卷,以评估他们的参与 (行为,认知,情感) 和导师干预 (TIP) 档案.
- 在TIP问卷中测量了教师的构造:指导学习,刺激自主,建立关联. 评估了团队过程中的氛围,信息共享,绩效,决策和领导反应.
主要成果:
- 导师建立一种相关感是情感参与的最强有力的预测因素 (β=0.438,P=0.000).
- 引导学习过程显著预测了行为参与 (β=0.314,P=0.000).
- 增强的小组过程强烈预测了学生的整体参与,特别是情绪和认知参与. 刺激学生的自主性并没有显著预测参与度.
结论:
- 导师驱动的相关性和引导学习过程是学生参与PBL的重要预测因素.
- 在PBL教程中改善整体的小组流程可以大大提高学生的参与度.
- 情绪和认知参与似乎对这些干预措施最敏感.
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