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通过形成性干预设计,增强学生学习解剖学词汇的代理能力

Helen E Ritchie¹, Hongzhi Yang², Elizabeth Hegedus¹

¹School of Medical Sciences (Education Innovation), Faculty of Medicine and Health, The University of Sydney, Sydney, Australia.

Clinical anatomy (New York, N.Y.)

|May 29, 2024

概括

健康科学学生面临的挑战是学习解剖学词汇. 一个形成性干预增强了他们的机构在创建个性化的学习资源,提高词汇的获取.

科学领域:

医学教育医学教育
健康专业教育卫生专业教育

背景情况:

卫生科学学生需要快速获得广泛的解剖学词汇.
有效的词汇学习策略对于健康科学学术成功至关重要.

研究的目的:

研究形成性干预对解剖学词汇学习策略的影响.
为了提高学生在开发个性化解剖学学习资源的机构.

主要方法:

采用了一种受维戈茨基双刺激方法启发的形成性干预设计.
数据收集包括调查,前/后测验和小组讨论成绩单.

主要成果:

学生们认为学习,记忆和记住解剖学术语是主要的挑战.
形成性干预显著提高了学生的机构在创建解剖学词汇学习资源.
学生的理解是循环发展的,从具体的经验转移到抽象的概念,然后回到实践中.

结论:

形成性干预可以使健康科学学生克服词汇获取挑战.
培养学生主动性是开发有效和个性化的解剖学学习策略的关键.

关键词:

解剖学词汇解剖学词汇文化-历史活动理论理论.双重刺激是一种双重刺激.形成性干预是指形成性干预.学生机构的学生机构.学习技术词汇学习技术词汇

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