辩论作为一个积极的学习教学在药学学生在公共卫生课程中的辩论
Motolani E Ogunsanya1, Jamie L Wagner2, Kiya Bennett3
1Department of Pharmacy, Clinical & Administrative Sciences, College of Pharmacy, University of Oklahoma Health Sciences Center, Oklahoma City, OK, USA; TSET Health Promotion Research Center, Stephenson Cancer Center, Oklahoma City, OK, USA.
药学学生在参加辩论活动后,显著提高了他们对公共卫生和卫生政策的知识. 辩论增强了他们对医疗保健系统和沟通技能的理解.
科学领域:
- 健康 专业 教育 卫生 专业 教育
- 公共卫生政策 公共卫生政策
背景情况:
- 药房课程越来越多地纳入公共卫生和卫生政策.
- 参与教学方法对于在复杂学科中有效获得知识至关重要.
研究的目的:
- 评估辩论活动对药学学生对公共卫生和卫生政策的理解的教育影响.
- 评估学生对辩论在了解医疗保健系统和政策方面的价值的看法.
主要方法:
- 药学二年级学生参加了林肯-道格拉斯关于全民医疗覆盖的辩论.
- 通过辩论前后的测试测量知识;通过利克尔特尺度和开放式问题评估认知.
主要成果:
- 观察到知识的统计学上显著增加,得分从66.5%上升到80.7%.
- 学生报告说,他们对各种医疗保健系统有了更好的理解,文献审查和沟通技巧得到了改善.
- 大多数学生 (96%的响应率) 认为辩论具有教育价值.
结论:
- 辩论活动有效地提高药学学生对有争议的公共卫生和卫生政策问题的知识.
- 这种积极学习策略提高了批判性评估技能,并为学生未来的职业挑战做好了准备.
- 学生的反表明他们对辩论有积极的看法,认为辩论是一种有价值的学习丰富工具.
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