评估学生生成的基于场景的问题的有效性,作为积极学习的工具
Dipak Kumar Dhar1, Shaista Saiyad2, Neeraj Mahajan2
1Department of Physiology, Himalayan Institute of Medical Sciences, Swami Rama Himalayan University, Dehradun, Uttarakhand, India.
International journal of applied & basic medical research
|January 3, 2025
概括
这项研究表明,与被动方法相比,医学学生积极创建基于场景的问题 (SBQ) 显著改善了学习成果. 这种积极学习方法对学生来说是有效和有吸引力的.
科学领域:
- 医学教育 医学教育
- 积极学习策略 积极学习策略
- 基于能力的教育 基于能力的教育
背景情况:
- 积极学习是基于能力的教育的关键组成部分,但其实施面临挑战.
- 传统的被动学习方法效果不如积极参与.
- 本研究探讨了一种创新的积极学习技术,使用学生生成的基于场景的结构化问题 (SBQ).
研究的目的:
- 评估学生生成的SBQs作为医学学生的积极学习方法的有效性.
- 收集学生和教师对这种新的教学方法的反.
主要方法:
- 生理学第一阶段的MBBS学生参加了一项涉及小组 (5-6名学生) 构建SBQ的研究.
- 对照组接受了标准指令,而研究组创建并讨论了SBQs.
- 通过活动前和活动后的评估来衡量知识获取,并通过统计分析比较小组.
主要成果:
- 与对照组 (8.04 ± 2.24) 相比,研究小组显示得分在统计学上显著改善 (11.92 ± 2.2).
- 学生和教师的反在很大程度上是积极的 (平均利克特分数> 4),学生发现活动具有吸引力.
- 超过一半的参与学生表示希望有更多这样的会议.
结论:
- 学生生成的SBQ是一种有效的积极学习策略,可以集成到小组教学中.
- 这种方法增强学习成果,并提供体验性益处,与基于问题的学习和早期临床暴露目标保持一致.
- 该技术为医疗教育中实施主动学习的挑战提供了可行的解决方案.
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