医学学生中声会议教学和感知的有效性:一项学术干预研究
Vibha Gangwar1, Pooja Ramakant2, Vimala Venkatesh3
1Department of Physiology, Dr. Ram Manohar Lohia Institute of Medical Sciences, Lucknow, India.
Advances in physiology education
|June 13, 2024
概括
巴兹会话教学改善了医学学生的信息保留和参与大群体. 这种交互式方法增强了自信和沟通技巧,学生们更喜欢它,而不是传统的讲座,以长期回忆.
科学领域:
- 医学教育 医学教育
- 生理学教学 教学 物理学教学
- 积极学习策略 积极学习策略
背景情况:
- 传统的教学讲座在大群体医学教育中很常见.
- 评估新的交互式教学方法对于提高学生的学习和参与度至关重要.
- 声会议技术为临床前医学课程中的积极学习提供了一个潜在的替代方案.
研究的目的:
- 为了评估与第一年医学学生的教学讲座相比,声会议教学的有效性.
- 评估本科医学学生对声会议教学方法的看法和满意度.
- 确定声会议对知识保留和课堂环境的影响.
主要方法:
- 一项干预性研究涉及100名一年级医学学生,分为两组.
- 第一个组经历了"首先声",然后教学,而第二组经历了"首先教学",然后声.
- 立即通过多选题评估知识,并在指导后15天进行;学生反收集在利克特尺度上.
主要成果:
- 学生报告说,声会议提高了沟通 (94.8%) 和信心 (96.3%).
- 93.7%的受访者觉得声会提高了信息的记忆力,94.1%的受访者觉得它们更有吸引力.
- 没有立即的分数差异,但在buzz课程15天后,学生的分数更高 (P <0.05).
结论:
- 学生们喜欢声会议教学方法,并希望更多这样的会议 (94.8%).
- 与教学讲座相比,Buzz课程提高了短期知识的保留能力.
- 声会议是医疗教育中大群体生理学教学的有效,引人入胜的教学工具.
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