在内分泌生理学教育中使用基于案例的学习,支持角色扮演情境教学方法
Yan Yan1, Ying Zhang1, Shuwei Jia1
1Department of Physiology, School of Basic Medical Sciences, Harbin Medical University, Harbin, Heilongjiang, China.
Advances in physiology education
|May 2, 2024
概括
角色扮演情境教学在医学教育中增强了基于案例的学习 (CBL). 这种方法提高了高分和自我指导的学习参与,为临床前学生架起了理论和实践的桥梁.
科学领域:
- 医学教育 医学教育
- 生理学教学 教学 生理学教学
- 教学创新的教育创新.
背景情况:
- 将临床相关性纳入临床前基础科学教育至关重要.
- 传统的基于案例的学习 (CBL) 可能缺乏结构化的应用,并导致不集中讨论.
- 需要一种新的方法来增强临床前的学习经验.
研究的目的:
- 使用角色扮演情境教学方法修改基于案例的学习 (CBL).
- 评估这个修改后的CBL对学生反和学习成果的影响.
- 评估其在临床前医学课程中的潜力.
主要方法:
- 一组176名二年级医学学生被分为控制 (传统混合教学) 和实验 (角色扮演情境教学) 组.
- 实验小组参与了为期1周的甲状腺功能障碍情景在线准备,随后进行了课堂上的角色扮演,演讲和讨论.
- 通过测试后和问卷调查来评估学习效应.
主要成果:
- 两组之间总体测试分数没有显著差异.
- 实验组显示出明显更高的卓越率 (高分).
- 在线自主学习参与度和学生对该方法的积极态度得到了显著改善.
结论:
- 通过角色扮演情境教学修改的基于案例的学习有效地鼓励积极的学习.
- 这种教学方法增强了基本生理学知识的应用.
- 该方法对临床前课程有希望,以更好地将理论与临床实践联系起来.
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