探索在研究生解剖教育中对替代评估和分级的看法
Emily L Dietrich1, Sean C McWatt2,3
1Department of Anatomy and Cell Biology, Schulich School of Medicine and Dentistry, Western University, London, Ontario, Canada.
基于反的评估可以减少学术压力,并通过提供个性化的学习体验来提高研究生解剖学学生的动力. 清晰的沟通和指导员的可靠性提高了教学参与度和学习成果.
科学领域:
- 医学教育 医学教育
- 解剖学教育 解剖学教育
背景情况:
- 基于反的设计等替代评估方法旨在减轻学术压力并增强学习.
- 在形成性医学教育环境中,基于反的评估存在有限的研究,特别是对于研究生解剖学学生.
研究的目的:
- 探索基于反和基于测试的评估对研究生解剖学学生的学术压力,动机和感知的学习质量的影响.
- 为了比较学生的看法与导师关于评估风格的哲学.
主要方法:
- 探索性研究涉及采访9名研究生解剖学学生和4名教师.
- 来自学生和教师采访的定性数据的感应主题分析.
主要成果:
- 学生的主题确定了明确的目标,导师可接近性和努力结果对齐作为影响焦虑和动机的关键因素.
- 导师的意图集中在非技术技能,真实经验和个性化评估上.
- 导师目标和学生经验之间的不一致性增加了压力和减少了动机;基于反的评估更喜欢个性化和更深入的学习.
结论:
- 实施基于反的评估与建设性的对齐可以减少研究生解剖学学生的压力.
- 通过清晰的沟通和指导员的可接近性来增强教师的存在,可以提高动机,参与度和学习成果.
- 基于形成性反的评估为改善研究生解剖学学生的学习体验和减少压力提供了一个有希望的策略.
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