新生运动生理学专业的队列安排改善了社会融合和教师的看法,但不是学术表现
Miriam Leary1, Wei Fang2, Andrew Layne1
1Division of Exercise Physiology, School of Medicine, West Virginia University, Morgantown, West Virginia, United States.
Advances in physiology education
|July 23, 2024
概括
对于生理学课程的新生来说,队列安排并没有改善大学或主要的保留. 然而,它增强了学生的社会融合和他们对教师的看法.
科学领域:
- 生理学教育教育 物理学教育
- 高等教育教学的教学.
- 学生的成功策略 学生的成功策略
背景情况:
- 队列安排将学生分组到多个课程中,有一个一致的同行群体,旨在加强交互,通常用于较小的班级.
- 传统的安排方法将学生独立地分配到课程中,这可能导致同行互动减少.
研究的目的:
- 为了比较队列安排与新生在生理学相关计划中的传统安排的有效性.
- 评估队列安排对留学生,学业成绩,机构融合和群体凝聚力的影响.
主要方法:
- 入学新生 (n = 209) 被随机分配到对照组 (传统安排,n = 43) 或干预组 (第一年研讨会,生物学和医学术语中的队列安排,n = 166).
- 结果包括大学和主要的保留,学期成绩,机构融合和感知到的群体凝聚力,通过调查和大学注册员数据进行了评估.
主要成果:
- 在队列和传统安排组之间,没有发现大学或主要的留学率有显著差异.
- 虽然整体机构一体化量表得分和小组的感知凝聚力没有显著差异,但队列组在社会一体化和教师互动的子量表得分较高.
- 在两组中,第一年研讨会和生物学课程的通过/失败率也相似.
结论:
- 在生理学课程中的队列安排似乎并没有改善学生在大学或专业的整体留学率.
- 队列安排对与留学相关的二次结果产生积极影响,特别是增强学生的社会融合和他们对教师的看法.
- 调查结果表明,虽然队列安排可能不是留学生的直接驱动因素,但它可以为新生培养一个更支持和更完整的学术环境.
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