学生对基于团队和基于案例的混合学习的看法在本科内学教育中
Lee Yuetqi1, Galvin Sim Siang Lin2, Rosnani Binti Mamat1
1Conservative Dentistry Unit, School of Dental Sciences, Universiti Sains Malaysia, Health Campus, Kubang Kerian, Kelantan, 16150, Malaysia.
BMC oral health
|January 9, 2025
概括
牙科学生积极地看待基于团队学习 (TBL) 和基于案例学习 (CBL) 的混合型学习方法. 这种创新方法增强了批判性思维和临床相关性,表明其可能被纳入牙科课程.
科学领域:
- 牙科教育 牙科教育
- 牙周内学教学 牙周内学教学
- 创新的教学方法.
背景情况:
- 在牙科教育中,基于团队的混合学习 (TBL) 和基于案例的学习 (CBL) 的研究有限.
- 这项研究评估了学生对结牙科的混合TBL-CBL方法的看法.
- 研究性别和种族对这些观念的影响.
研究的目的:
- 评估牙科学生对牙周内科的混合TBL-CBL学习方法的看法.
- 确定性别和种族是否影响学生对这种教育方法的看法.
主要方法:
- 牙科手术学士 (BDS) 最后一年的学生参加了混合TBL-CBL课程.
- 学生使用23项问卷和开放式问题进行了调查.
- 使用描述性统计和ANCOVA分析定量数据;使用专题分析分析定性数据.
主要成果:
- 较高的响应率 (78%) 表明了学生的积极看法 (平均得分为4.44-4.90).
- 学生报告说,他们提高了批判性思维,临床联系和沟通能力.
- 学生们希望更频繁的会议和具有挑战性的案例.
结论:
- 积极的学生接待支持将混合TBL-CBL整合到牙科课程中,超越传统的讲座.
- 进一步的研究应该探索长期使用,并将知识保留与教学方法进行比较.
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