用设计思维翻转了组织学和胚胎学的在线教学:设计,实践和反思
Yan Guo1, Xiaomei Wang1, Yang Gao1
1College of Basic Medicine, Jining Medical University, 133 Hehua Road, Jining, 272067, China.
BMC medical education
|April 9, 2024
概括
设计思维 (DT) 增强了医学学生的在线翻转教学,改善了参与和学习. 这种创新方法对教学质量和学生在组织学和胚胎学方面的能力产生了积极的影响.
科学领域:
- 医学教育 医学教育
- 创新的教学策略 教学策略
- 课程开发 课程开发
背景情况:
- 灵活的混合教学是流行病后医学教育的新常态.
- 提高课程质量和人才培训需要创新的解决方案.
- 设计思维 (DT) 被整合起来,以应对复杂的教学和培训挑战.
研究的目的:
- 在本科牙科教学中应用设计思维 (DT).
- 用EDIPT方法评估在线翻转教学的有效性.
- 加强课程教学和专业人才培训目标.
主要方法:
- 观察性研究涉及156名本科牙科学生.
- 两轮在线翻转教学使用EDIPT (同理心,定义,想法,原型,测试) 方法.
- 通过问卷,采访和考试成绩收集的数据;使用GraphPad Prism和t测试进行分析.
主要成果:
- 超过80%的学生报告说,通过DT增强的翻转课堂,他们开发了多种能力.
- 教师发现DT方法在了解学生需求和改善教学方面非常有效.
- 与2020年相比,2021年队列的特定章节的考试成绩显著改善,尽管整体成绩没有显著差异.
结论:
- 设计思维积极影响组织学和胚胎学教学策略和学生的学习经验.
- 在线翻转教学,以DT为指导,有效地提高了医学学生的参与度.
- 这种方法促进了自主学习能力,并提供了灵活的教育方法.
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