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混合学习方法 (柔性模型) 对BAMS最后一年的学生学习Shalyatantra的影响

Pooja Shrivastav^1,2, Babaji Ghewade³, Shweta Parwe^1,2

¹Mahatma Gandhi Ayurved College, Hospital and Research Centre, Salod (H), Maharashtra, India.

Journal of pharmacy & bioallied sciences

|February 10, 2025

概括

与传统方法相比,混合学习显著改善了Shalyatantra学习结果. 这种教育方法增强了学生的批判性思维和内容保留能力.

科学领域:

医学教育医学教育
艾尔维达研究艾尔维达研究

背景情况:

混合学习结合了在线和面对面的教育策略.
沙利雅坦特拉是阿育吠陀医学中的一个专业话题.

研究的目的:

评估混合学习教学Shalyatantra的有效性.
将混合学习与传统教学方法进行比较.

主要方法:

一项研究涉及58名最后一年的学生,分为两组.
组A接受了传统教学;组B接受了混合学习教学.
进行了前后测试,并进行了学生和教师感知调查.

主要成果:

混合学习组 (B组) 的测试后平均得分 (18.37 ± 0.97) 比传统组 (A组: 16.31 ± 1.53) 高.
这两种教学方法在各自的群体中都取得了统计学上显著的改善.
学生和教师的感知被收集使用利克特尺度.

结论:

混合学习是教学Shalyatantra的有效方法.
这种方法促进了批判性思维和沟通技巧.
混合学习提高了课程材料的保留.

关键词:

混合学习是一种混合学习.电子学习 (e-learning) 是一个电子学习系统.沙利雅坦特拉是什么意思沙利雅坦特拉是什么意思传统的教学方式.

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