认知心理学原则在医学教育中的教师应用和感知有效性. 一个混合方法的研究研究
Shaur Sarfaraz1, Ambreen Surti2, Rabiya Ali3
1Department of Medical Education, Altamash Institute of Dental Medicine, Karachi, Pakistan.
BMC medical education
|August 23, 2024
概括
医学系适度地应用认知心理学原则,大量使用多媒体策略. 他们相信这些原则可以改变医学教育的教学和学习.
科学领域:
- 医学教育中的认知心理学
- 教育心理学教育心理学
- 医学教学医学教学
背景情况:
- 了解认知心理学原理如何融入医学教学对于提高学生学习成果至关重要.
- 教师对应用这些原则及其有效性的看法是改善教学策略的关键.
研究的目的:
- 为了调查认知心理学原则的应用程度,由本科医学院的大学生.
- 评估教师对这些原则在改善学生学习方面的感知有效性.
主要方法:
- 混合方法研究涉及公立和私立大学的教师.
- 使用了聚焦小组讨论和五分利克特比例问卷.
- 仪器的有效性和可靠性使用克伦巴赫的α和探索因素分析得到证实; 应用了曼-惠特尼U测试.
主要成果:
- 定性分析揭示了一个主题,七个子主题和19个讨论类别.
- 教师报告了认知心理学原则的适度应用,特别是较少的策略.
- 在应用梅耶尔的多媒体原则时,观察到显著的积极结果.
结论:
- 医学系在他们的教学中在一定程度上结合了认知心理学原则.
- 教师之间有一个强烈的共识,即这些原则具有医学教育的变革潜力.
- 进一步整合认知心理学原则可以显著提高医学院的教学和学习.
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