在回答纯文本或基于图像的组织学多选题时,对学生认知的定性探索
Jane Holland1, Alice McGarvey1, Michelle Flood2
1Department of Anatomy and Regenerative Medicine, RCSI University of Medicine and Health Sciences, Dublin, D02 YN77 Ireland.
Medical science educator
|January 6, 2025
概括
医学学生在回答组织学问题时使用不同的策略. 有关图像可以提高评估,但无关图像会增加认知负载.
科学领域:
- 医学教育 医学教育
- 认知科学 认知科学
背景情况:
- 评估医学学生的图像解释能力至关重要,但缺乏强有力的证据.
- 医学教育越来越依赖于视觉空间推理.
研究的目的:
- 为了调查医学学生如何在组织学中接近图像解释,多选择题 (MCQs).
- 分析图像相关性对学生表现和口头表达的影响.
主要方法:
- 30名医学学生参加了一项随机对照试验,完成了组织学MCQ.
- 使用大声思考协议来捕捉学生在问答过程中的认知过程.
- 语言化被编码使用现实主义,诱导方法来识别主题.
主要成果:
- 高绩效的学生更有可能独立生成答案,而表现较差的学生则专注于选项排除.
- 图像的相关性显著影响了学生的口头表达; 回答所必需的图像引发了更具体的评论.
- 学生自我识别的学习风格和图像存在对问题统计数据没有一致的影响.
结论:
- 组织学MCQ应该只包括相关的图像,以准确评估解释能力,避免额外的认知负载.
- 评估设计必须与正在测试的技能保持一致,以确保真实性和建设性对齐.
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