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面对面和混合学习在外科临床教育中的内在动机

Masood Jawaid¹, Zubia Masood², Nazish Imran³

¹Masood Jawaid Director Medical Affairs, PharmEvo, Karachi, Pakistan.

Pakistan journal of medical sciences

|June 3, 2024

概括

与传统的面对面 (f2f) 教学相比,外科教育中的混合学习 (BL) 显著提高了医学学生的内在动机. BL课程提供了卓越的教育机会,并提高了教师的有效性.

科学领域:

医学教育医学教育
进行外科手术培训.
数字学习技术数字学习技术

背景情况:

外科临床教育面临的挑战是由于变化和机会主义的学习.
混合学习 (BL),将在线资源与传统方法相结合,提供了一个结构化的方法.
医学学生的内在动机对于外科手术的有效学习至关重要.

研究的目的:

为了比较手术学生在混合学习 (BL) 环境中的内在动机与传统面对面 (f2f) 教学.
评估在线学习组件对学生参与外科教育的影响.
评估BL和f2f教学方法之间的感知紧张的差异.

主要方法:

一个准实验性的,交叉研究设计,涉及31名医学学生在两个手术单位.
学生接触到f2f教学 (临床接触,小组讨论) 和BL (额外的在线组件).
在每种教学方法中,在四周轮换后进行了内在动机库存 (IMI).

主要成果:

分析了58名学生对IMI的反应 (28 f2f, 30 BL).
在BL组的学生在三个IMI子尺度 (p<0.01) 中显示出明显更高的动机.
在f2f组的学生报告比BL组的学生更高的感知紧张 (p<0.048).

结论:

混合学习计划增强了医学学生在外科教育中的内在动机.
整合在线学习组件为学生培养了卓越的教育机会.
混合学习可以提高教师在外科培训中的有效性和效率.

关键词:

混合学习是一种混合学习.面对面的学习学习.内在动机库存本质动机库存医学教育医学教育医学院的学生医学院的学生进行外科手术教学.

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