改变兽医本科生对模块重组的看法,因为他们在课程中取得了进展
Hanne Jahns1, Joseph P Cassidy1
1Veterinary pathobiology Section, UCD School of Veterinary Medicine, Veterinary Sciences Centre, University College Dublin, Belfield, Dublin 4, D04 W6F6, Ireland.
Journal of veterinary medical education
|November 5, 2024
概括
随着时间的推移,学生对一种新的兽医病理生物学模块的看法显著改善,最后一年的学生更欣赏其教育价值. 这凸显了在多个阶段评估课程变化的重要性.
科学领域:
- 兽医医学教育 兽医医学教育
- 课程开发 课程开发
- 教学创新的教育创新.
背景情况:
- 兽医教育的质量保证需要评估学生和教师对课程变更的意见.
- 在课程的早期引入了一种新的兽医病理生物学综合模块.
研究的目的:
- 调查学生对兽医病理生物学模块的感知教育价值如何随着他们在培训中取得进展而变化.
- 在不同教育阶段评估学生的满意度和对模块学习目标的理解.
主要方法:
- 匿名问卷被分配给两个连续的最后一年兽医学生队伍 (2021年和2022年).
- 学生之前在第三年完成该模块后立即对该模块进行了调查.
- 分析了数据,以比较三年级和最后一年级学生之间的感知.
主要成果:
- 学生对模块学习目标的满意度在两年内显著增加.
- 最后一年的学生更清楚地认识到教学创新,特别是基于案例的学习,如何增强他们的教育.
- 教师指出,学生整体表现没有显著变化,可能受到COVID-19中断的影响.
结论:
- 在兽医本科教育中的综合课程干预可以产生积极的影响.
- 在多个时间点评估学生的看法对于理解课程变化的长期影响至关重要.
- 学生对新模块的欣赏与他们在兽医课程中的不断变化的经验和期望有关.
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