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在牙科本科课程中,在触觉模拟中评估学习目标的建设性对齐

Susha Rajadurai¹, Tapan Hebballi¹, Zahra Sharif¹

¹Faculty of Dentistry, Oral & Craniofacial Sciences, Guy's Hospital, King's College London, London, UK.

International dental journal

|November 8, 2024

概括

牙科学生通常在触觉模拟中达到学习目标,但在故障排除和间接视觉方面发现了弱点. 改善建设性调整 (CA) 需要共享目标并提供同行反.

科学领域:

牙科教育牙科教育
模拟技术的模拟技术
牙科中的触觉学

背景情况:

仿真是牙科课程的一个不断增长的组成部分,补充临床技能实验室.
本研究评估了触觉模拟课程与第一年牙科学生的学习目标的建设性对齐 (CA).

研究的目的:

评估一年级本科牙科学生在当前的触觉模拟课程中达到学习目标的程度.
识别教学目标的教学,理解和CA方面的差距.

主要方法:

使用混合方法的方法,结合了课堂观察,匿名的利克特尺度问卷和文献综述.
数据分析包括内容分析,编码系统和描述性统计数据,以评估学生的学习目标与学习目标的表现.

主要成果:

学生成功地实现了大多数学习目标,但确定了特定的弱点.
常见的缺陷包括故障排除,调整工作位置和利用间接视觉.

结论:

在触觉模拟中,构造性对齐 (CA) 部分实现了,有显著的改进领域.
增强CA包括在课前分享学习目标,并与教程一起实施同行和个性化的反.

关键词:

建设性对齐是指结构性对齐.牙科教育牙科教育教学教育学在教学上模拟模拟是为了模拟.

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