在综合解剖课程的学生中,改变态度的持续性
Martina J Rosenberg1, Rebecca S Hartley2
1Center for Excellence in Teaching and Learning, University of Connecticut, Storrs, Connecticut, USA.
Anatomical sciences education
|April 6, 2024
概括
医学院课程变化整合解剖学课程持续影响学生的态度,但不是知识或信心. 这些变化可能会影响团队合作和专业身份发展.
科学领域:
- 医学教育 医学教育
- 课程开发 课程开发
- 解剖学教学学术的教育学
背景情况:
- 许多美国医学院将解剖学纳入基于器官的临床前课程.
- 课程变化可以影响认知,情感和精神运动学习领域.
- 以前的研究表明,解剖学整合影响了学生的态度.
研究的目的:
- 评估医学学生在解剖学课程整合后态度变化的持久性.
- 评估综合解剖学对学生知识,信心和参与的长期影响.
- 研究课程变化对学习情感领域的影响.
主要方法:
- 混合方法后续研究,利用知识和信心调查.
- 专注小组,内部和国家调查以及美国医学执照考试 (USMLE) 绩效指标被采用.
- 来自美国医学院协会第二年调查问卷的数据评估了学生的参与度.
主要成果:
- 阻塞与综合解剖课程的学生之间的态度差异仍然存在.
- 在解剖学知识或学习信心方面没有观察到显著的短期或长期差异.
- 综合解剖课程的学生报告说,团队合作,反思实践和专业身份形成的价值较低.
结论:
- 整合解剖学的课程变化可能导致学生态度的持续,负面转变.
- 这些态度变化可能会对协作技能和专业身份发展产生负面影响.
- 在医学教育课程改革期间,监测和解决情感领域的变化至关重要.
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