用测试减少教学来刺激内在动机 (TRUST):一种随机对照干预研究
Theresa Faure1, Imke Weyers2, Jan-Bennet Voltmer3
1Institute for Social Medicine and Epidemiology, University of Lübeck, Ratzeburger Allee 160, 23562, Lübeck, Germany. theresa.faure@uksh.de.
BMC medical education
|July 3, 2024
概括
医学院解剖课程中的友好反显著减少了学生的压力和焦虑. 这种干预还可以促进积极的影响,自我效能和动机,而不会对学业成绩产生负面影响.
科学领域:
- 医学教育 医学教育
- 心理学 心理学 心理学
- 人体解剖学 解剖学 解剖学
背景情况:
- 解剖学剖析课程是德国早期医学课程的核心组成部分.
- 学生和教育工作者认为,广泛的内容和频繁的考试是显著的压力因素,导致心理社会压力.
- 在这种情况下,关于减轻压力的已发表的干预措施有限.
研究的目的:
- 评估两种干预措施,压力管理 (IVSM) 和友好反 (IVFF) 的有效性,以减少医学学生在解剖学剖析期间的压力.
- 评估这些干预措施对影响,动机,自我效能和感知的表现的影响.
主要方法:
- 一个随机对照试验比较了两个干预组 (IVSM,IVFF) 和一个对照组 (CG) 在整个剖析过程中在九个测量点.
- 量化调查评估了压力,影响,焦虑,动机,自我效能和感知的表现,使用验证的仪器和自主开发的项目.
主要成果:
- 与对照组 (CG) 相比,友好反干预 (IVFF) 组的压力,焦虑和负面影响显著降低.
- 在IVFF组的学生报告了比CG更高的积极影响,内在动机和自我效能.
- 两组之间没有发现自我认知知识或考试准备的显著差异.
- 大约75%的参与者更喜欢友好反干预.
结论:
- 用友好的反取代正式测试是一种有效的策略,可以减轻解剖课程中的压力和负面影响.
- 友好反干预促进积极的影响,自我效能和内在动机.
- 这种方法不会损害学生自我感知的学业成绩.
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