在公共卫生入门课程中实施基于问题的学习模块
Yui Matsuda1, Ashley Falcon1, Andrew Porter1
1School of Nursing and Health Studies, University of Miami, Coral Gables, FL, United States.
Frontiers in public health
|July 15, 2024
概括
基于问题的学习 (PBL) 在本科公共卫生课程中显著提高了学生的沟通能力,成长思维方式和元认知技能. 这种创新的教学方法改善了合作和参与复杂问题.
科学领域:
- 教育心理学教育心理学
- 公共卫生教学的教学.
背景情况:
- 传统的以讲座为基础的学习往往不足以发展批判性思维和认知参与.
- 基于问题的学习 (PBL) 为提高学生学习成果提供了一个有希望的替代方案.
研究的目的:
- 调查PBL对本科公共卫生学生更高层次思维技能,沟通,成长思维方式和超认知能力的影响.
- 评估PBL作为公共卫生教育中的创新教学方法的有效性.
主要方法:
- 在本科公共卫生课程中采用了融合混合方法方法.
- 来自调查的定量数据使用重复测量ANOVA进行了分析.
- 从开放式问题中获得的定性数据经过了主题分析.
主要成果:
- 在学生的沟通技巧,成长思维方式和元认知能力方面观察到显著的改善.
- 主题分析显示,团队协作增强,积极解决问题的参与,并增加了对复杂的现实世界问题的舒适性.
- 定性发现证实了定量改进,为学生的体验提供了更深入的见解.
结论:
- 公共卫生教育 (PBL) 是一种有效的教学方法,用于提高学生在公共卫生教育中的关键能力.
- 实施PBL需要机构支持,包括教师发展,资源分配和课程设计.
- 研究结果支持在高等教育中更广泛地采用像PBL这样的创新教学方法.
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