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一个部分翻转的生理学教室改善了医学学生的深度学习方法

Ziqi Liu¹, Yangting Xu^1,2, Yicheng Lin¹

¹Xiangya School of Medicine, Central South University, Changsha, China.

Advances in physiology education

|April 11, 2024

概括

部分翻转的课堂 (PFC) 增强了医学学生的深度学习方法,与传统的基于讲座的课堂 (TLC) 不同,它有利于表面学习. 教师应该考虑PFC,以改善学生的长期发展.

科学领域:

医学教育医学教育
生理学教学教学物理学教学
教育心理学教育心理学

背景情况:

传统的以讲座为基础的课堂 (TLC) 是一个标准,但可能无法优化所有学习方法.
部分翻转课堂 (PFC) 模式提供了一个替代的教学策略.
了解不同教学方法对学生学习方法的影响对于医学教育至关重要.

研究的目的:

为了比较部分翻转生理学课堂 (PFC) 与传统基于讲座的课堂 (TLC) 的有效性.
评估PFC和TLC对医学学生深度和表面学习方法的影响.

主要方法:

一项比较性研究涉及71名临床医学学生超过5个月.
实验组 (n=32) 接受了PFC;对照组 (n=39) 接受了TLC.
修订的双因素研究过程问卷 (R-SPQ-2F) 用于评估学习方法.

主要成果:

在深度学习方法中,PFC组的学生在深度学习方法中获得了显著更高的分数 (P < 0.05).
在TLC组的学生在表面学习方法 (P <0.05) 中显示得分明显更高.
与TLC组相比,PFC组在干预后表现出明显更好的深度学习策略 (P < 0.05).

结论:

部分翻转课堂 (PFC) 对深度学习的动机和策略产生了积极的影响,促进了学生的长期发展.
传统的以讲座为基础的课堂 (TLC) 主要增强了表面学习方法.
在生理学课程中实施PFC可以改善医学学生的学习策略和整体学术参与.

关键词:

学习方法学习方法.医学教育研究医学教育研究生理学部分翻转的教室生理学传统的基于讲座的课堂课堂.

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