提高学业成绩和学生参与健康教育:从工作站学习活动 (WSLA) 的见解
Judit Sánchez1, Marta Lesmes1, Margarita Rubio2
1Departamento de Educación e Innovación Educativa, Universidad Europea de Madrid, Madrid, Spain.
工作站学习活动 (WSLA) 通过将基础科学整合到临床场景中来增强健康科学学生的学习和参与. 在WSLA的积极学习方法显著改善学术成果,降低失败率.
科学领域:
- 医学教育 医学教育
- 健康 职业 教育 教育 专业
- 课程开发 课程开发
背景情况:
- 弥合基础科学和临床实践之间的差距对于健康科学学生至关重要.
- 临床前教育往往难以培养深度学习和与基础科学原则的接触.
- 综合课程旨在将基础科学与临床应用联系起来.
研究的目的:
- 评估工作站学习活动 (WSLA) 在促进更深入的学习和学生参与方面的有效性.
- 评估WSLA是否在临床场景中使用积极学习方法改善学术成果.
- 分析学生参与度 (交互,建设性,积极,被动) 和学业表现之间的关系.
主要方法:
- 实施WSLA,将积极学习与基础科学教育的临床场景相结合.
- 对总结性评估和测试前后分数进行统计分析,以衡量学习收益.
- 基于ICAP (交互,建设性,积极,被动) 框架的观察工具,用于对学生参与进行分类.
主要成果:
- WSLA 表明学习活动与学术成果之间存在积极的相关性.
- 与前测试相比,学生在测试后的得分呈现出统计学上显著的改善 (p < 0.001).
- 更高的学业成绩与建设性和交互式学习参与有关;被动参与与更高的失败率相关 (40%).
结论:
- WSLA有效地促进建设主义和交互式学习,增强学生的参与度和在健康科学教育中的学术成功.
- 积极的学习行为,特别是建设性的参与,对于获得更高的成绩和更好的学业成果至关重要.
- 这些发现支持优化综合教学方法,强调积极学习以改善医学教育.
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