基于项目的学习适应为生理学教学策略,用于第二年本科医学学生
Luís Henrique Montrezor1,2,3,4, Camila Linhares Taxini Passos1
1Department of Biological Science and Health - Medicine, University of Araraquara - UNIARA, Rua Carlos Gomes, 1217, Araraquara, SP 14801-340 Brazil.
Medical science educator
|October 25, 2024
概括
基于项目的学习 (PBL) 增强了医学生的生理学教育. 这种协作方法改善了学习成果和学生对心肺和代谢生理学的参与.
科学领域:
- 医学教育 医学教育
- 生理学 生理学 生理学
背景情况:
- 基于项目的学习 (PBL) 是以学生为中心的教学策略.
- 培训学生进行协作解决问题和知识构建.
研究的目的:
- 评估一种适应的PBL方法作为第二年级医学学生的生理学教学策略.
- 评估PBL对学生学习和参与心肺呼吸和代谢生理学的影响.
主要方法:
- 148名医学二年级学生参加了关于生理学主题的小组项目.
- 评估了项目开发和演示,并与个别测试成绩进行了比较.
- 通过问卷收集学生对PBL战略的意见.
主要成果:
- 学生们开发了各种各样的项目演示,包括棋盘游戏,纸牌游戏和视频.
- 协作PBL活动的平均得分明显高于个人测试.
- 大多数学生发现PBL有助于刺激研究,学习和讨论.
结论:
- 调整后的PBL策略受到学生的积极欢迎.
- 在学习心肺呼吸和代谢生理学方面,PBL提高了学生的表现.
- 学生认为小组工作是有益的,分配的时间是足够的.
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