药学学生使用虚拟与面对面团队学习的学术表现
1Fisch College of Pharmacy, The University of Texas at Tyler, Tyler, TX, USA.
Annals of medicine
|May 13, 2024
概括
虚拟团队学习 (TBL) 与面对面的TBL相比,药房学生的表现有所不同. 根据学年和评估类型,结果有所不同,这凸显了需要量身定制的教育策略的需要.
科学领域:
- 药房 教育 教育 药房 教育
- 教育技术的教育技术
- 进行比较学习.
背景情况:
- 基于团队的学习 (TBL) 是药学教育中使用的一种教学方法.
- 向虚拟学习的转变需要了解与传统面对面 (FTF) 方法相比,它对学生绩效的影响.
- 药房课程越来越多地包含各种学习模式.
研究的目的:
- 为了比较药学学生在虚拟TBL与FTFTBL的学术表现.
- 分析各种学术水平 (P1-P3) 和教学课程之间的绩效差异.
- 确定人口和学术因素如何影响TBL模式的有效性.
主要方法:
- 一项涉及356名药学学生的比较研究,涉及P1,P2和P3学术水平.
- 利用通用线性模型 (GLMs) 来分析性能指标,包括个人准备保证测试 (iRAT),团队准备保证测试 (tRAT),团队应用练习 (tAPPs),总结考试和总课程成绩.
- 针对学生年龄,性别,种族和累计平均成绩 (cGPA) 的调整分析.
主要成果:
- 虚拟TBL的第一年级 (P1) 学生显示了较高的iRAT和tRAT分数,但tAPP分数低于FTFTBL.
- 与FTF TBL相比,虚拟TBL的第二年 (P2) 学生的iRAT和tRAT分数较高,但总结考试和总课程分数较低.
- 与FTF TBL相比,第三年 (P3) 学生在虚拟TBL环境中在所有指标 (iRAT,tRAT,tAPP,总结考试,总分) 中表现优异.
结论:
- 药房学生在虚拟TBL与FTFTBL中的表现取决于具体的课程内容,学生的学年和评估的性质.
- 虚拟TBL的有效性可能会有很大差异,高级学生在某些方面可能会更受益.
- 这些发现强调了在实施虚拟TBL在药房教育时,具体上下文评估的重要性.
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