学生的批判性自我反思和视频为基础的Pro-Section计算机辅助教学的感知
Emily S Ho1,2, Erica Dove1, Lorna Aitkens1
1Department of Occupational Science and Occupational Therapy, Temerty Faculty of Medicine, University of Toronto, Toronto, ON, Canada.
Journal of medical education and curricular development
|November 27, 2024
概括
解剖学的计算机辅助教学 (CAI) 帮助学生理解概念,但不培养批判性的自我反思. 整合动手学习对于优化解剖学教育和学生成果至关重要.
科学领域:
- 解剖学教育 解剖学教育
- 医疗教育 技术 技术 医学教育
- 学生的学习成果.
背景情况:
- 在人体尸体实验室存在成本和资源需求等障碍.
- 计算机辅助教学 (CAI) 为粗体解剖教育提供了一个替代方案.
- 学生与CAI的参与和反思可能会影响学习体验.
研究的目的:
- 通过在线解剖学模块和基于视频的CAI来评估批判性的自我反思和学习感知.
- 为了评估自导解剖学模块的有效性与视频pro-section CAI.
主要方法:
- 与第一年职业治疗学生进行的前性观察性横截面研究.
- 利用在线自导解剖模块与基于视频的前截面CAI.
- 使用Kember的问卷和开放式评论来衡量批判性的自我反思.
主要成果:
- 学生的理解得分高于批判性自我反思得分.
- 学术成果与批判性自我反射得分没有相关性.
- 学生认为基于视频的CAI是补充的,突出了实践学习的必要性.
结论:
- 基于视频的解剖学CAI有助于理解,但对批判性自我反思的影响有限.
- 整合实践机会的战略课程设计对于优化解剖学教育至关重要.
- 通过实用组件增强CAI可以改善学生的学习体验和学习成果.
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