基于案例的学习和翻转课堂作为一种改善国际学生积极学习和批判性思维能力的手段
Wanjing Yang1, Xiaoyan Zhang1, Xinhuan Chen1
1Department of Pathophysiology, School of Basic Medical Sciences, Zhengzhou University, Zhengzhou, 450001, China.
BMC medical education
|July 15, 2024
概括
国际学生通过病理生理学的基于案例的学习 (CBL) 和翻转课堂 (FC) 方法提高了学习热情和批判性思维能力. 这种创新的教学模式增强了积极学习和解决问题的能力.
科学领域:
- 医学教育 医学教育
- 病理生理学 病理生理学
- 国际学生项目 国际学生项目
背景情况:
- 国际学生教育是高等教育质量的关键指标.
- 传统的教学模式可能无法完全吸引国际学生.
- 高等教育需要创新的教学方法.
研究的目的:
- 为国际学生探索基于案例的学习 (CBL) 和翻转课堂 (FC) 教学模式的有效性.
- 评估积极学习和批判性思维能力的改善.
- 评估对教师创新和学生对教育改革的态度的影响.
主要方法:
- 实施了CBL + FC教学方法,用于心力衰竭和亡章节.
- 向国际学生进行积极和批判性思维 (SSACT) 自我评估量表.
- 使用满意度调查问卷来评估教学改革的影响.
主要成果:
- 与传统方法相比,CBL + FC模型显著提高了学习热情.
- 通过案例研究,学生表现出更强的解决问题和批判性分析技能.
- 国际学生报告说,他们对翻转课堂教学模式的接受度和参与度更高.
结论:
- 该CBL + FC模式刺激国际学生的动力,并增强教学互动.
- 这种方法加强了课堂内,课外和在线学习评估.
- 它促进个性化的学习,并与国际医学教育标准保持一致.
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