通过基于虚拟显微镜的混合学习策略来改善学生的学习成果和感知,用于教导组织学实验室课程
Yanmin Zhang1, Chunyang Li1, Chan Zhou1
1Department of Histology and EmbryologyShandong University Cheeloo College of Medicine, Jinan, China.
Advances in physiology education
|November 21, 2024
概括
结合光显微镜 (LM) 和虚拟显微镜 (VM) 的混合学习显著改善了中国牙科学生的组织学考试成绩和满意度. 这种方法也降低了失败率,相比传统的LM-only学习.
科学领域:
- 历史学教育教育 历史学教育
- 医学教学医学教学
背景情况:
- 现有的虚拟显微镜 (VM) 疗效研究主要来自北美.
- 需要进一步的研究来评估光显微镜 (LM) 和VM在不同的教育环境.
研究的目的:
- 为了比较混合学习方法 (LM + VM) 与传统的LM学习在中国本科牙科学生的组织学中的有效性.
- 为了评估学生的表现,满意度和感知.
主要方法:
- 182名一年级牙科学生被分为两组:混合学习 (LM + VM) 和传统学习 (仅LM).
- 通过实验室考试评估学生的表现,通过调查评估满意度/感知.
主要成果:
- 在LM+VM组中,平均考试成绩显著提高 (79.36比74.76,P=0.01) 和失败率降低 (3.23%比13.48%,P=0.02).
- 混合学习组的学生报告了明显更高的满意度 (P < 0.001) 并更喜欢混合模型 (93.55%).
结论:
- 结合LM和VM的混合学习增强了中国牙科学生的组织学教育.
- 与传统的LM方法相比,这种方法可以提高学业成绩,提高学生满意度和积极的看法.
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