[在流行病中与同行导师一起进行基于问题的虚拟学习]
Alejandra Vidal Villa1, Mónica Illesca Pretty2, Luis González Osorio2
1Instituto de Anatomía, Histología y Patología, Facultad de Medicina, Universidad Austral de Chile, Valdivia, Chile.
概括
一年级医学学生对由同行导师领导的虚拟基于问题的学习 (PBL) 教程表示高度满意. 成功的关键因素包括导师表现和协作学习,尽管技术问题带来了挑战.
科学领域:
- 医学教育 医学教育
- 在线学习在线学习
- 同行辅导 同行辅导
背景情况:
- 虚拟基于问题的学习 (PBL) 在医学教育中越来越普遍.
- 同行导师在促进PBL会议方面发挥着重要作用.
- 了解学生在虚拟PBL中的体验对于优化教育策略至关重要.
研究的目的:
- 通过虚拟PBL教程评估智利南方大学一年级医学学生的经验.
- 评估同行导师在2021年第二学期促进虚拟PBL课程的有效性.
主要方法:
- 一个描述性的,采用定量和定性研究方法的横截面研究.
- 45名医学学生的非概率样本参加了虚拟的PBL教程.
- 通过匿名调查收集的数据,评估方法和导师角色,包括关于促进者和障碍物的开放式问题.
主要成果:
- 学生在所有评估领域报告的高整体满意度.
- 学生积极评价同行导师的表现,引用同情心,承诺和促进技能.
- 定性数据发现,互联网连接不良,工作量很大,教师对PBL不熟悉是阻碍因素.
结论:
- 同行导师的准备对于虚拟PBL至关重要,特别是在平台管理和有效沟通方面.
- 解决技术问题和确保导师能力等挑战对于成功的虚拟协作学习至关重要.
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