在角色扮演方法后评估学习能力:比较主动和观察者的结果
Olfa Hammami1, Khedija Zaouche2, Manel Kallel2
1Pediatric Department, University Hospital of Bizerte, Faculty of Medicine of Tunis, University of Tunis El Manar, Tunis, Tunisia.
角色扮演模拟有效地增强了积极参与者和观察者的学习. 这项研究发现,这两个学习者角色之间的知识获取没有显著差异,证实了该方法的方法.
科学领域:
- 医学教育 医学教育
- 基于模拟的学习
背景情况:
- 教师在角色扮演模拟中讨论观察者学习结果.
- 与积极参与相比,观察者学习的有效性需要澄清.
研究的目的:
- 在角色扮演模拟过程中,评估观察者与积极参与者的知识获取.
- 为了比较观察者和积极学习者群体之间的学习成果.
主要方法:
- 进行了一项准实验性的干预前后研究.
- 学习者被分配到观察员 (第一组) 或积极参与者 (第二组) 的角色.
- 在角色扮演模拟之前和之后评估学习成果.
主要成果:
- 总体得分在两组都显著改善 (p=0.0001).
- 组内分析显示,观察者 (p=0.023) 和积极学习者 (p=0.008) 均有显著改善.
- 在整体得分的改善,学习者数量的改善或百分比改善方面,没有发现群体之间的统计学上显著差异.
结论:
- 角色扮演模拟是所有参与者的有效教育方法.
- 学习者身份 (活跃或观察者) 在角色扮演模拟中不会显著影响学习成果.
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