基于错误的积极学习的有效性与传统的基于讲座的方法相比,在本科牙科学生中:一个随机对照试验
Anu Sara Varghese1, Roopali M Sankeshwari1, Anil V Ankola1
1Department of Public Health Dentistry, KLE Vishwanath Katti Institute of Dental Sciences, KLE Academy of Higher Education and Research, Belagavi, Karnataka, India.
Journal of education and health promotion
|September 23, 2024
概括
与传统讲座相比,基于错误的积极学习显著改善了牙科学生对创伤后恢复治疗 (ART) 的知识和记忆. 这种创新的教学方法为牙科本科生提供了卓越的学习体验.
科学领域:
- 牙科教育 牙科教育
- 医学教学医学教学
- 积极学习策略 积极学习策略
背景情况:
- 牙科教育对于职业成功至关重要.
- 基于错误的积极学习 (EAL),结合基于错误的学习 (MDL) 和基于案例的学习 (CBL),提供了一种新的方法.
- 在牙科教育中EAL的有效性尚未确立.
研究的目的:
- 评估EAL在牙科最后一年的本科生中的有效性.
- 将EAL与传统的基于讲座的学习 (LBL) 方法进行比较.
主要方法:
- 一个单盲随机对照试验,涉及印度74名牙科学生.
- 两个组:EAL (n=37) 和LBL (n=37) 在创伤前恢复性治疗 (ART) 上.
- 在基线,干预后和4周后使用验证的问卷评估知识.
主要成果:
- 干预后,EAL组的得分显著更高 (20.92 ± 1.42 与 16.97 ± 3.06).
- 在4周后,EAL表现出优异的知识保留能力 (18.30 ± 2.02与14.05 ± 4.26).
- EAL组的学生对教学方法提供了积极的反.
结论:
- 基于错误的积极学习比基于讲座的学习更有效地增强和保留牙科学生的知识.
- EAL为学习像ART这样的牙科手术提供了卓越的教育体验.
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