在临床年内指导学生学习的是什么:一项混合方法研究,探索英国医学执照评估 (UKMLA) 之前的研究行为
Shehla Baig1, Roaa Al-Bedaery1, Connor Togher2
1Institute of Medical and Biomedical Education, St George's University of London, UK.
Medical teacher
|April 22, 2024
概括
学生的学习行为危及英国医学教育;根据学生的需求,根据当地课程与英国MLA内容地图对齐,开发了新的教师流程和在线地图.
科学领域:
- 医学教育 医学教育
- 课程开发 课程开发
- 学生的评估 学生的评估
背景情况:
- 学生的学习行为优先考虑外部内容地图,而不是本地课程,对英国医学教育构成风险.
- 需要将当地课程与英国MLA (英国医疗执照评估) 等国家标准保持一致.
研究的目的:
- 描述以学生为中心的教师过程,以改善当地课程指导.
- 评估学生的学习行为,关注和对课程的需求.
- 为制定与英国MLA一致的在线课程地图提供信息.
主要方法:
- 采用了混合方法的方法,首先是匿名在线调查.
- 由学生领导的重点小组进行了深入探讨调查主题.
- 针对定性数据,使用了反射性主题分析.
主要成果:
- 121名学生参与了调查,其中12名学生参加了重点小组.
- 五个主要主题出现了:动机,课程使用,制定课程经验,隐藏课程和在线地图期望.
- 学生的投入引导了在线课程地图的创建.
结论:
- 参与性框架促进了与英国MLA要求一致的课程开发.
- 学生的反导致了更清晰的指导,重新组织的资源,以及优化的在线课程地图.
- 在线地图为学生和教育工作者提供了一个可见的,与英国MLA一致的框架.
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