在基于问题的学习中反思同行反:实施小组功能工具
Matthew Mellon1, Hanna Van Dierdonck1, Leo Morjaria1
1Medicine, McMaster University, Hamilton, CAN.
Cureus
|January 3, 2025
概括
在基于问题的学习 (PBL) 中实施小组功能反思工具凸显了对结构化但灵活的同行反流程的需求. 优化反密度和重视欣赏性反是有效的学生学习的关键.
科学领域:
- 医学教育 医学教育
- 教育心理学教育心理学
背景情况:
- 自主指导的同行反对于基于问题的学习 (PBL) 是至关重要的.
- 不有效的反架可以阻碍学生的学习和效率.
- 关于构建同行反流程的指导是有限的.
研究的目的:
- 为了确定一个群组功能反射工具的实施考虑因素.
- 在工具的运行过程中探索群体反行为.
- 了解学生和导师的经验与同行反在PBL.
主要方法:
- 使用直接内容分析和半结构焦点小组进行定性研究.
- 24名医学学生和2名辅导员参加了为期四周的项目.
- 基于人类因素框架,任务间隔行动模型和"感谢反"框架的分析.
主要成果:
- 评价反往往被低估了.
- 在反过程中,结构和灵活性之间存在着紧张关系.
- 书面和口头反的相互作用是显著的.
- 反密度需要仔细的优化.
- 反思工具被导师视为潜在的威胁.
结论:
- 该工具的运行揭示了同行反中固有的紧张关系.
- 自主引导的同行反过程需要促使有效性.
- 需要进一步的研究,以了解在更广泛的教育背景下同行反.
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