固定,系统地形成与不断变化的随机团队分配和治疗课程的结果
Ashley M Campbell1, Prince Bosiako Antwi1, Lisa E Davis1
1R. Ken Coit College of Pharmacy, University of Arizona, Tucson, AZ, USA.
American journal of pharmaceutical education
|February 12, 2025
概括
学生们更喜欢固定团队参加研讨会,感觉更有准备. 然而,固定和随机变化的团队在这个治疗课程研究中产生了类似的学习结果和准备时间.
科学领域:
- 药房 教育 教育 药房 教育
- 基于团队的团队学习
- 教育心理学教育心理学
背景情况:
- 团队形成对协作学习环境产生重大影响.
- 了解学生对团队稳定的偏好对于优化教育策略至关重要.
研究的目的:
- 调查固定和随机变化的团队对治疗课程中的学生准备和学习成果的影响.
- 根据团队组建方法,比较学生对准备和团队有效性的看法.
主要方法:
- 采用交叉研究设计,对治疗学三年级学生进行了研究.
- 学生被分配到固定或随机分配的团队进行连续的研讨会.
- 收集的数据包括测试成绩,准备时间,感知到的准备能力和团队组建偏好.
主要成果:
- 大多数学生 (74.2%) 喜欢固定团队,并认为他们更有效地学习.
- 在固定和随机团队之间,在研讨会后的测试成绩或考试成绩中没有发现显著差异.
- 学生在固定团队中报告了更高的自我准备度,但同行准备度评级没有差异.
结论:
- 虽然学生倾向于固定团队,并报告感到更准备好,但这种偏好并不能转化为更好的客观学习成果或准备效率.
- 教育干预措施应考虑学生的偏好,以及建立团队的基于证据的实践.
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