安德拉古基在实践中:将理论框架应用于生物医学研究中的团队科学培训
Jacqueline M Knapke1, Laura Hildreth1, Jennifer R Molano1
1College of Medicine, University of Cincinnati, Cincinnati, OH, United States.
British journal of biomedical science
|April 12, 2024
概括
这项研究将马尔科姆·诺尔斯 (Malcolm Knowles) 的安德拉古基理论应用于生物医学研究人员的团队科学培训. 研究结果显示,andragogy原则与学习者经验很好地结合在一起,提高了培训的有效性.
科学领域:
- 生物医学研究生物医学研究
- 教育理论教育理论
- 团队科学 团队科学
背景情况:
- 团队科学培训对于生物医学研究合作至关重要.
- 马尔科姆·诺尔斯 (Malcolm Knowles) 的安德拉古基理论提供了成人学习的原则.
- 需要通过andragogical镜头评估现有培训.
研究的目的:
- 应用andragogy原则来评估生物医学研究中的团队科学培训.
- 确定哪些andragogical原则在这个环境中最能与成年学习者产生共.
- 评估andragogy作为改善培训设计的框架的实用性.
主要方法:
- 嵌入式研究设计,利用定性和定量数据.
- 从研讨会中对参与者反的演和归纳分析.
- 马尔科姆·诺尔斯 (Malcolm Knowles) 的六个安德拉古基原则的应用.
主要成果:
- 大约85%的定性数据与andragogical原则有关.
- 积极的反与学习准备和基于问题的导向相关联.
- 与经验和自我指导的作用相关的负面反;满足生物需求成为一个主题.
结论:
- 安德拉古基为理解和增强团队科学培训提供了有价值的框架.
- 成人学习原则可以有效地融入生物医学研究教育中.
- 培训设计应考虑学习者的经验,自我指导和准备.
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