在本科放射学教学中以案例为基础的协作学习-是小组讨论的基本条件吗?
Bas de Leng1, Manoj Mannil2, Rakesh Patel3
1Educational Institute (IfAS), Faculty of Medicine, University of Muenster, Muenster, Germany (B.d.L., F.P.).
Academic radiology
|April 24, 2024
概括
技术增强的基于案例的协作学习 (cCBL) 有助于放射学教育. 然而,深度学习要求学生采用"清醒"的心态来进行有效的论证和讨论,这在本研究中并未完全实现.
科学领域:
- 医学教育 医学教育
- 放射学培训 放射学培训
- 协作式学习技术 协作式学习技术
背景情况:
- 利用技术扩展基于案例的协作学习 (cCBL) 在促进真实的临床问题陈述和高质量的小组讨论,特别是论证方面提出了挑战.
- 有效的论证对于协作式教育环境中的深度学习至关重要.
- 在放射学教育中研究技术增强cCBL的条件是必不可少的.
研究的目的:
- 评估在放射学教学中增强技术的cCBL场景的基本条件.
- 评估在这种情况下促进质量小组讨论和论证的效果.
- 在协作学习过程中探索学生的社会认知过程和情感参与.
主要方法:
- 一个调查问卷评估了114名医学四年级学生的社会认知过程和情感参与,使用了技术增强的cCBL神经放射学场景.
- 该场景包括个人在线课前工作和面对面的课堂团体讨论.
- 通过结构化采访,探索教师对学习仪表板技术的认识和使用情况.
主要成果:
- 学生们报告了高水平的兴趣和享受,但在"注意力"项目的得分很低,表明缺乏准备进行辩论.
- 定性数据表明,他们更喜欢肤浅的互动,而不是深入的辩论参与.
- 教师们知道学习仪表板,但没有充分利用它来激发讨论.
结论:
- 技术增强的cCBL对于医学本科课程的放射学教育是有价值的.
- 实现深入的知识获取取决于学生理解和采用"认真"的思维方式.
- 需要进一步的战略来促进技术增强的协作学习中的更深层次的辩论参与.
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