混合方法,纵向研究:描述医学学生在在线和面对面的团队学习课程中的参与和感知学习的差异
Irene Cheng Jie Lee1, Peiyan Wong1,2
1MD Programme, Duke-NUS Medical School, Singapore, 169857, Singapore.
MedEdPublish (2016)
|August 14, 2024
概括
与在线TBL相比,面对面的以团队为基础的学习 (TBL) 更好地支持医学学生的参与和感知学习. 这一发现强调了面对面互动对于医学课程中最佳教育成果的重要性.
科学领域:
- 医学教育 医学教育
- 教育心理学教育心理学
背景情况:
- 由于COVID-19的流行,需要迅速转向在线医学教育.
- 积极学习,如基于团队的学习 (TBL),至关重要,但随着时间的推移,其在线与面对面的设置中的有效性尚不清楚.
- 这项研究调查了在线和面对面的TBL如何影响学生的动机,参与和学习,以自决理论 (SDT) 为指导.
研究的目的:
- 为了比较在线与面对面的TBL环境中的学生参与度和感知学习.
- 探索学习者特征和基本心理需求对这些结果的影响.
- 为了确定哪个学习环境,在线或面对面的TBL,被学生认为更有效.
主要方法:
- 这是一项混合方法研究,涉及49名临床前医学研究生.
- 在8个月的时间里,学生在在线和面对面的TBL环境中完成了关于参与度,动机和感知学习的问卷.
- 收集了关于学习者特征和SDT结构的定量数据,最后有一个关于环境偏好的定性组成部分.
主要成果:
- 与在线TBL相比,面对面的TBL表现出更高水平的自主支持,感知能力,需求满意度和感知学习.
- 大多数学生倾向于亲自TBL,理由是物理学习空间和社区的重要性.
- 发现在线TBL在充分支持学生的心理需求和学习感知方面效率较低.
结论:
- 基于团队的学习 (TBL) 通过与自决理论 (SDT) 原则保持一致,有效地支持学生的参与和学习.
- 然而,在线TBL格式难以完全满足学生的需求并增强感知学习.
- 建议优先考虑面对面的学习机会,以最大限度地提高学生的参与度和医学课程的教育成果.
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