利用数字技能减少认知压力:医学教育中学术自我效能的影响
Shazia Rehman1, Abdullah Addas2, Erum Rehman3
1Department of Psychiatry, National Clinical Research Center for Mental Disorders, and National Center for Mental Disorders, The Second Xiangya Hospital of Central South University, Changsha 410011, Hunan, China; Mental Health Institute of Central South University, China National Technology Institute on Mental Disorders, Hunan Technology Institute of Psychiatry, Hunan Key Laboratory of Psychiatry and Mental Health, Hunan Medical Center for Mental Health, Changsha 410011, Hunan, China.
数字素养通过管理认知负载来提高医学学生的学术自我效能. 这项研究强调了数字素养在医学教育中的重要性,以提高学生的表现和学习.
科学领域:
- 医学教育 医学教育
- 教育心理学教育心理学
- 信息科学 信息科学 信息科学
背景情况:
- 数字素养对于学术成功至关重要,特别是在苛刻的医学教育环境中.
- 数字素养对医学生的学术自我效能和认知负载的影响尚未完全理解.
研究的目的:
- 研究医学学生的数字素养和学术自我效能之间的关系.
- 检查认知负载及其在这种关系中的维度的调解作用.
- 专注于巴基斯坦伊斯兰堡的医学学生.
主要方法:
- 对633名医学学生进行了一项描述性的横截面调查.
- 用于数字素养,学术自我效能和认知负载的验证尺度.
- 用调解分析来评估直接和间接的影响.
主要成果:
- 数字素养显著提高学术自我效能,无论是直接还是间接.
- 总认知负载部分介导了这种关系 (β = 0.165,p < 0.001).
- 内在 (β = 0.147,p < 0.001) 和外在 (β = 0.144,p < 0.001) 认知负载是显著的调解者,而感知学习则不是.
结论:
- 将数字素养融入医疗课程中对于提高学术自我效能至关重要.
- 数字素养有效地减少了内在和外部的认知负载.
- 对感知学习的影响取决于上下文,需要进一步研究.
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