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检查医学教科书中使用的教育工具和元素的有效性:学生的观点
Ahmed Eldeib1,2, Omar Eldeib1,2, Ayman Mohammed2
1Department of Surgery, State University of New York (SUNY) Downstate Health Sciences University College of Medicine, Brooklyn, USA.
Cureus
|May 30, 2024
概括
医学学生发现教科书工具,如图表和图形非常有效的学习. 虽然大多数元素在人口统计学方面都被看作是相似的,但女学生发现摘要和问题更有益,强调了传统教育资源的持续相关性.
科学领域:
- 医学教育 医学教育
- 教育技术的教育技术
- 课程开发 课程开发
背景情况:
- 医学教科书对于基础教育至关重要.
- 评估教科书组件和影响因素的有效性至关重要.
- 了解学生对教科书有效性的看法对于课程增强至关重要.
研究的目的:
- 评估医学教科书中各种工具和元素的感知有效性.
- 调查研究年和性别等因素如何影响这些组件的感知效用.
- 为优化医学教科书设计和内容提供见解.
主要方法:
- 这是一项基于调查的横截面研究,涉及251名医学学生 (1-5年级).
- 匿名对教科书工具 (如图表,摘要,问题) 和元素 (如清晰度,整合) 的评分,使用5分利克特等级.
- 统计分析包括千平方,斯皮尔曼相关性和克鲁斯卡尔-瓦利斯测试.
主要成果:
- 图表和图形元素被评为最有效的工具.
- 图形元素对一年级和四年级学生更有效,表明在新的学习环境中有用.
- 女学生评价章末总结和问题比男学生更有效.
结论:
- 医学学生继续认为传统的教科书工具是有效的学习辅助工具.
- 教科书组件的感知有效性可能会受到教育环境和人口因素的影响,特别是性别.
- 图形元素特别有效,为医学教科书作者提供了宝贵的指导,以提高内容传递.
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