赋予学生创造自己的戏剧化能力,增加了对生理学的理解
Eka Febri Zulissetiana1, Muhammad Irfannuddin1, Siti Sarahdeaz Fazzaura Putri1
1Department of Physiology, Faculty of Medicine, Universitas Sriwijaya, Palembang, Indonesia.
Advances in physiology education
|April 25, 2024
概括
学生主导的戏剧化有效地提高了医学生理学的学习成果. 这种交互式方法为初级医学学生提供了传统讲座的有吸引力的替代方案.
科学领域:
- 医学教育 医学教育
- 生理学学习 学习生理学学习
背景情况:
- 生理学提出了影响学生成绩的学习挑战.
- 像戏剧化这样的交互式方法可以改善学习.
- 学生的参与是理解复杂医学主题的关键.
研究的目的:
- 评价戏剧化作为生理学的教育工具.
- 为了学习成果,将戏剧化与传统讲座进行比较.
- 评估学生在医学生理学方面的动机和理解.
主要方法:
- 高年级医学学生指导初级学生创建生理学主题戏剧化.
- 戏剧化与接受讲座的对照组进行了比较.
- 测试前和测试后的问卷测量了学习成果的改善.
主要成果:
- 戏剧化和讲座组的表现都有所改善.
- 戏剧化演示是讲座的有效替代品.
- 学生创建的内容增加了参与和理解.
结论:
- 戏剧化是医学生理学教学的可行和有效方法.
- 学生参与创建教育内容增强学习.
- 互动和引人入胜的方法提高医学生的动力和理解力.
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