由核心学科组成的学习路径具有减少认知负载的特征,具有更好的学习成果
Shiau-Shian Huang1,2, Anna YuQing Huang3, Yu-Fan Lin1
1Department of Medical Education, Medical Innovation and Research Office, Taipei Veterans General Hospital, Taipei, Taiwan, ROC.
Journal of the Chinese Medical Association : JCMA
|June 3, 2024
概括
通过降低认知负载来优化医学教育途径,改善了学生的学习成果. 2012年的一条延长时间和更紧密的主题时间的途径显示出最好的结果,验证了这一课程设计策略.
科学领域:
- 医学教育 医学教育
- 认知心理学 认知心理学
- 课程设计 课程设计
背景情况:
- 医学学生的学习成果受到课程结构的影响,包括课程持续时间和时间.
- 减少认知负载是课程设计人员提高学习效率的关键策略.
- 本研究评估了自2000年以来实施的逐步认知负载减轻对医学学生队伍的影响.
研究的目的:
- 探索课程重新设计的影响,重点是减少医学学生学习成果的认知负载.
- 识别和验证一种"有前途的学习途径",其特点是具有减轻认知负载的特征.
- 为了确定这个有前途的途径是否与其他途径相比带来更好的学习成果.
主要方法:
- 一项队列研究分析了2006年至2012年882名医学学生的学习途径.
- 学习成果通过平均和个体学科分数进行评估.
- 确定了核心主题,并分析了认知负载减轻特征的途径 (例如,延长时间,主题接近).
主要成果:
- 九个核心科目形成了四个不同的学习路径.
- 2012年的途径,包括延长课程时间和更紧密的基础科学和临床医学的顺序,展示了最高的学习成果.
- 具有较少认知负载减轻特征的途径,包括2006年的途径,显示学习成果逐渐降低.
结论:
- 有一种经过验证的方法可以识别有前途的学习途径,以提高学生的学习成果.
- 课程设计人员可以利用这种方法来优化医学教育.
- 建议在实施时考虑学生,教育工作者和课程设计等混因素.
更多相关视频
08:05Measuring Statistical Learning Across Modalities and Domains in School-Aged Children Via an Online Platform and Neuroimaging Techniques
Published on: June 30, 2020
7.5K
10:26Problem-Solving Before Instruction PS-I: A Protocol for Assessment and Intervention in Students with Different Abilities
Published on: September 11, 2021
3.9K
相关概念视频
01:21Cognitive Learning
237
Cognitive learning is based on purposive behavior, incidental learning, and insight learning.
E. C. Tolman's theory of purposive behavior emphasizes that much behavior is goal-directed. He argued that to understand behavior, we must look at the entire sequence of actions leading to a goal. For instance, high school students study hard, not just due to past reinforcement but also to achieve the goal of getting into a good college.
Tolman introduced the idea that behavior is influenced by...
E. C. Tolman's theory of purposive behavior emphasizes that much behavior is goal-directed. He argued that to understand behavior, we must look at the entire sequence of actions leading to a goal. For instance, high school students study hard, not just due to past reinforcement but also to achieve the goal of getting into a good college.
Tolman introduced the idea that behavior is influenced by...
237
01:26Higher Mental Functions of Brain: Learning and Memory
739
Memory is one of the most vital higher mental functions of the brain. Memory is closely related to learning because it enables us to retain information and experiences from our past to use them in our present life. It also helps us to remember facts, events, and skills, such as riding a bike or swimming. There are two types of memory — declarative memory, which involves memorizing facts or events, and procedural memory, which enables us to remember how to do something like writing or...
739
01:30Information Processing Approach
33
The information-processing theory of cognitive development centers on fundamental mental processes, including attention, memory, and problem-solving skills. Researchers in this field examine how cognitive abilities, such as working memory, evolve and influence children's overall development. Studies indicate that children with stronger working memory tend to excel in reading comprehension, math, and problem-solving compared to peers with less efficient memory skills. Low working memory is...
33
01:22Purposive Learning
117
E. C. Tolman emphasized the purposiveness of behavior — the idea that much of our behavior is goal-directed. For instance, employees who aim for a promotion work diligently to meet their targets. Tolman argued that when classical conditioning and operant conditioning occur, the organism acquires certain expectations. In classical conditioning, a child might fear a dog because they expect it to bite. In operant conditioning, a person might consistently work overtime because they expect a...
117
01:27Associative Learning
335
Associative learning is a fundamental concept in behavioral psychology, wherein a connection is established between two stimuli or events, leading to a learned response. This process is critical in understanding how behaviors are acquired and modified. Conditioning, the mechanism through which associations are formed, can be divided into two main types: classical conditioning and operant conditioning, each elucidating different aspects of associative learning.
Classical conditioning, also known...
Classical conditioning, also known...
335
01:01Neuroplasticity
325
Neuroplasticity reflects the brain's remarkable capacity to adapt and evolve, responding dynamically to learning, experiences, or injury by reorganizing its neural circuitry. This reorganization involves creating new neural connections and refining old ones through a series of biological processes that contribute to the brain's lifelong development and adaptability.
325