细节中的一般技能:学习的替代目标和人类解剖学的能力框架
Gregory J Crowther1,2, Victoria L VanHeel1, Sasha D Gradwell1
1Life Sciences Department, Everett Community College, Everett, Washington, United States.
Advances in physiology education
|August 15, 2024
概括
解剖学教育可以培养超越记忆的高级认知技能. 一个新的框架重新定义了学习目标,以强调批判性思维和解决问题的专业相关性.
科学领域:
- 解剖学教育 解剖学教育
- 认知技能 发展 发展 认知技能
背景情况:
- 解剖学通常被认为只需要低级认知技能 (LOCS),专注于记忆.
- 现有的学习目标 (LO) 可能无法充分突出开发高阶认知技能的机会.
研究的目的:
- 分析已发表的解剖学学习目标 (LO) 的结构.
- 为人类解剖学能力提出一个双层框架,强调可概括的技能.
主要方法:
- 基于组织,包括功能,动作动词和上下文依赖性的同行评审LOs的分析.
- 为解剖学能力制定一个双层框架.
主要成果:
- 发表的LO列表可能无法充分展示高级认知技能的发展.
- 一个双层框架可以说明解剖学课程如何培养批判性思维.
结论:
- 解剖学课程可以重新设计,以开发复杂的,可转移的技能.
- 对LO的多层次方法可以将重点从记忆转移到批判性思维和解剖教育中的问题解决.
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