在健康信息学中自我报告的学习策略和偏好
Narjes Rohani1, Michael Gallagher2, Kobi Gal3,4
1Usher institute, University of Edinburgh, UK.
Studies in health technology and informatics
|August 23, 2024
概括
卫生信息学 (HI) 的学生更喜欢顺序,视觉学习和深度策略. 然而,它们在组织和同行学习方面遇到了困难,这表明了HI教育需要改进的领域.
科学领域:
- 卫生信息学教育教育信息学
- 教育心理学教育心理学
背景情况:
- 在健康信息学 (HI) 课程中对学生偏好和学习策略的理解有限.
- 全球HI教育课程的日益扩散需要量身定制的教学方法.
研究的目的:
- 调查学生在健康信息学课程中的学习偏好和策略.
- 确定有效的教学方法和在高中教育课程增强的领域.
主要方法:
- 利用适应HI的学习激励策略问卷 (MSLQ).
- 收集和分析了来自三个不同的健康信息学课程的学生的数据.
- 应用深度和表面学习理论来解释学生的学习行为.
主要成果:
- 机器学习被确定为一个非常引人入胜的主题;基因组学数据纠纷提出了挑战.
- 学生更喜欢顺序学习路径和多式联络资源,特别是那些有视觉内容的资源.
- 报告主要涉及深度学习策略,但组织,阐述和同行学习策略仍然存在挑战.
结论:
- 健康信息学学生更喜欢结构化,视觉丰富的学习体验.
- 教师应该解决特定的HI主题和学习策略中发现的挑战,如组织和同行协作.
- 结果为提高学生,教育工作者和研究人员的HI教育提供了可行的建议.
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