三种学习方法对牙科学生满意度和知识获取的影响
Sara M Toema1, Nihal S Amer2, Paul C Jones3
1The Department of Pediatric Dentistry, Temple University Kornberg School of Dentistry, Philadelphia, Pennsylvania, USA.
Journal of dental education
|April 22, 2024
概括
牙科学生更喜欢以讲座为基础的学习 (LBL),以获得满意度和全面的理解. 虽然LBL和基于团队的学习 (TBL) 显示了有利的考试结果,但结合方法可能会带来好处,需要进一步研究.
科学领域:
- 医学教育 医学教育
- 牙科教育 牙科教育
- 安德拉戈基 (Andragogy) 是一种神奇的东西.
背景情况:
- 卫生专业教育面临临临床应用和教师短缺等挑战.
- 随着班级规模的增加,需要创新的,资源高效的教学策略.
- 探索积极学习方法来解决这些教育障碍.
研究的目的:
- 评估基于讲座的学习 (LBL),基于案例的学习 (CBL) 和基于团队的学习 (TBL) 对学生满意度的影响.
- 评估LBL,CBL和TBL对牙科学生知识获取的影响.
主要方法:
- 134名二年级牙科学生参加了使用LBL,CBL和TBL的儿科牙科课程.
- 通过调查来衡量学生的满意度;通过期末考试来评估知识.
- 统计分析包括千平方测试和考试数据的心理测量分析.
主要成果:
- 83%的学生 (N=110) 完成了满意度调查.
- 基于讲座的学习 (LBL) 在全面的学习,舒适性和整体满意度方面显著优先 (p=0.001).
- LBL问题表现出卓越的心理测量特性;TBL问题具有最高的难度和正确答案率.
结论:
- 与CBL和TBL相比,学生对LBL的满意度更高.
- 在最后的考试中,LBL和TBL都表现出积极的心理测量结果.
- 结合LBL和TBL可能会增强学习,但需要对长期结果进行进一步的研究.
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