用集体话语与时间限制作斗争:在缩短的人体解剖课程中进行协作测试
1Macon and Joan Brock Virginia Health Sciences Eastern Virginia Medical School at Old Dominion University, Norfolk, VA, USA.
BMC medical education
|December 19, 2024
概括
大体解剖课程中的协作测验提高了学习效率,并发现了知识差距. 这种方法有助于学生简化课程,提高国家医学检查委员会 (NBME) 评估的表现.
科学领域:
- 医学教育 医学教育
- 总体解剖学 总体解剖学
- 课程改革课程改革课程改革课程改革课程
背景情况:
- 由于知识和社会期望不断扩大,本科医学教育面临着改革课程的压力.
- 像人体解剖学这样的基础课程需要平衡新内容与既定的教育标准.
研究的目的:
- 评估协作测验在9.5周粗体解剖学课程中的有效性.
- 为了确定协作测试是否可以改善学生为国家医学检查委员会 (NBME) 单位考试做好准备.
主要方法:
- 为203名医学和士生在粗体解剖课程中实施了四个协作测试.
- 学生单独回答NBME风格的问题,然后在剖析的供体站小组中共同讨论答案.
- 通过个人测试成绩,两个NBME解剖学单元考试和整体课程评估来评估成功.
主要成果:
- 所有学生都通过了课程,在协作测验和NBME考试中表现出色.
- 关于标记结构,血液供应和神经的问题在讨论后显示出最多的变化.
- 课程评估表明,协作测验是有趣的,有效的识别知识差距.
结论:
- 协作测验提供了一个低风险的评估和同行学习的机会在缩小的职工预科课程.
- 测试数据可以在总结性评估之前识别需要学术支持的学生.
- 这种评估方法有望与其他职工预备课程相结合.
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