通过协同学习作为儿童牙科创伤学教育的工具
Mainville Gisèle1, Buithieu Hélène1, Charlin Bernard2
1Faculté de médecine Dentaire, Université de Montréal, Montreal, Canada.
概括
一个新的协同学习 (LbC) 工具有效地培养牙科学生在儿科牙科创伤学. 新手用户发现5分尺度具有挑战性,但对LbC的整体兴趣很高.
科学领域:
- 牙科教育 牙科教育
- 医疗模拟 医疗模拟
- 儿科牙科 儿科牙科
背景情况:
- 为本科牙科学生开发了一种新的协同学习 (LbC) 工具.
- 该工具使用了33个专注于儿科牙科创伤学的视频.
- 这代表了牙科教育工作者的新教学方法.
研究的目的:
- 在牙科教育中引入和评估一个新的"通过协同学习" (LbC) 工具.
- 通过不同的电子平台和响应方式,比较学生与LbC工具的体验.
- 评估学生对LbC培训工具的看法和感受.
主要方法:
- 在两个电子平台 (Wooclap和Moodle) 上实施了LbC工具.
- 两组学生参与了研究:新手 (Y组) 和经验丰富的用户 (X组).
- 培训方式有所不同:Y组使用了5分利克特级,X组使用了3分利克特级;进行了定性调查.
主要成果:
- 121名学生完成了培训;53人提供了反.
- 新手学生由于细微的答案区别,在5点的利克特等级上遇到了困难.
- 学生对LbC工具的兴趣很强,无论使用什么平台.
结论:
- 这项研究是首次在牙科教育中介绍通过协同学习 (LbC) 的工具.
- LbC工具显示出作为一个有价值的教学资源的巨大潜力.
- 这些发现表明学生对LbC的兴趣很强,支持其在牙科培训中更广泛地被采用.
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