积极生产与被动消费播客对医学学生学习成果的影响
Matthias Carl Laupichler1, Alexandra Aster1, Lara Soyubey2
1Institute of Medical Education, University Hospital Bonn, Bonn, Germany.
The clinical teacher
|January 5, 2025
概括
与被动倾听相比,制作医学教育播客显著提高了学生的知识. 通过制作播客来积极学习可以提高医学学生的参与度和知识保留率.
科学领域:
- 医学教育 医学教育
- 教育技术的教育技术
- 积极学习策略 积极学习策略
背景情况:
- 播客在医学教育中越来越多地使用,但它们在改善学习成果方面的有效性往往没有得到评估.
- 需要评估不同的播客参与模式如何影响医学学生的知识获取.
研究的目的:
- 为了比较主动制作播客与被动倾听播客对医学学生知识的影响.
- 通过制作播客来调查主动学习是否可以提高对医疗内容的参与度.
主要方法:
- 八十六名医学学生在德国一所医学院被分成几组.
- 一组制作了一个关于儿科主题的播客并听到另一个;第二组做了相反的事情.
主要成果:
- 制作了关于主题A的播客的学生在主题A的知识测试中表现明显好于主题B (p < 0.01).
- 在制作了B主题播客并听到A主题的组中没有发现显著差异 (p = 0.81).
- 播客制作和测试之间的时间增加与记忆性能下降相关 (p = 0.04).
结论:
- 活跃的播客制作显示了增强医学学生知识获取的潜力.
- 需要进一步研究更大的样本大小来证实这些发现,并探索记忆性能因素.
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