反思写作对印度医学学生学习能力的影响
Rekha Jiwane1, Vivekanand Gajbhiye2, Sandip Hulke1
1Department of Physiology, AIIMS, Bhopal, India.
Bioinformation
|August 12, 2024
概括
通过比较反射性写作方法,这项研究发现,在医学生理学中,个人反射在提高学生的元认知和学术表现方面显著超过了群体反射. 团队反思在学习方面效果较差.
科学领域:
- 医学教育 医学教育
- 认知科学 认知科学
背景情况:
- 反思性写作对于发展学生的元认知至关重要.
- 比较个人与小组反思性写作讲座后是优化学习策略的必要条件.
研究的目的:
- 为了比较个人和团体讲座后反思性写作对医学学生的元认知和学术表现的有效性.
- 根据不同的反思性写作格式来评估学习成果.
主要方法:
- 124名一年级医学学生参加了这次活动,分为两组.
- 学生参与了关于生理学主题的个人和团体反思性写作课程.
- 使用反思问卷和MCQ测试的前后测试评估了学习和元认知.
主要成果:
- 个人和团体反思性写作都改善了从测试前到测试后的成绩.
- 与小组中的学生相比,单独写反思的学生得分明显高 (p<0.05).
- 与个人反思相比,集团反思导致了不令人满意的表现.
结论:
- 个人反思性写作比群体反思性写作更有效地提高医学教育中的元认知和学术表现.
- 教育策略应该优先考虑个人反思,以获得更好的学生成果.
- 进一步的研究可以探索反思性写作的最佳群体动态.
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