在COVID-19大流行之前,期间和之后教授人体解剖学:对运动学学生的表现,认知负载和一致的体内学习进行纵向研究
Rawad Chaker1, Mélanie Gallot2, Ayodélé Madi1,2
1ECP Laboratory, Université Lumière Lyon 2, Lyon, France.
Anatomical sciences education
|November 21, 2024
概括
混合学习 (BL) 与面对面 (F2F) 和紧急远程教学和学习 (ERTL) 相比,显著改善了解剖学学生的表现. 转向仅在线学习并没有对学生的成绩产生负面影响,这凸显了BL的成绩.
科学领域:
- 医疗教育 医学教育
- 解剖学教育 解剖学教育
- 运动学 运动学
背景情况:
- COVID-19迫使解剖学教育从面对面 (F2F) 到紧急远程教学和学习 (ERTL) 和混合学习 (BL) 的快速转变.
- 有限的研究存在于这些流行病驱动的教育模式对解剖学学生的表现,认知负载和体内学习的影响.
研究的目的:
- 纵向评估ERTL和BL对动理学学生解剖学表现的有效性.
- 调查ERTL和BL对学生认知负载,体现学习和3D数字工具使用的影响.
主要方法:
- 采用了纵向研究设计.
- 在F2F,ERTL和BL学习环境中学生之间的解剖学表现的比较分析.
- 认知负载的评估,体现式学习和3D数字工具的利用.
主要成果:
- 在F2F和ERTL组之间没有观察到显著的性能差异.
- 与F2F (p<0.001) 和ERTL (p<0.001) 两组相比,混合学习 (BL) 的学生表现明显更高.
- 过渡到仅在线教学并没有对学生的成绩产生不利影响.
结论:
- 混合学习 (BL) 成为解剖学的高效教育模式,优于传统的F2F和ERTL方法.
- 这些发现表明,仅在线的紧急远程教学和学习 (ERTL) 并没有影响解剖学学生的表现.
- 需要进一步研究不同教育模式中的认知负载,体现式学习和3D工具.
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