以不同的方式教授病理学:比较三种不同的教学学习方法
A W Kashif1, Vikas Karamchand Dagar2, Hitesh Kumar Mahato3
1Professor, Department of Pathology, Armed Forces Medical College, Pune, India.
Medical journal, Armed Forces India
|February 24, 2025
概括
混合学习 (BL),将音频视频演讲与讨论相结合,与传统讲座 (DL) 或电子学习 (EL) 相比,显著提高了病理学学生的表现. 这种引人入胜的方法提高了对主题的整体理解和兴趣.
科学领域:
- 医学教育 医学教育
- 病理学教学 病理学教学
- 课程开发 课程开发
背景情况:
- 病理学需要深入的理解,临床病理相关性和积极的学习.
- 背诵会阻碍学生的兴趣和长期的记忆.
- 随着COVID-19的流行,病理学教育面临的挑战变得更加严重.
研究的目的:
- 为了比较三个教学方法 (TLM) 在病理学中的有效性.
- 为了确定病理学教育的最佳TLM.
主要方法:
- 一项涉及124名MBBS二年级学生的比较研究.
- 组建了三个小组:教学讲座 (DL),电子学习 (EL) 和混合学习 (BL).
- 混合学习 (BL) 结合了语音注释的演示与互动的大组讨论.
主要成果:
- 混合学习 (BL) 组在学业表现上显著改善.
- 在BL组的学生发现方法更有趣和互动.
- 在教学讲座 (DL) 和电子学习 (EL) 组之间没有发现显著差异.
结论:
- 混合学习 (BL) 在病理学教育中比传统的教学讲座 (DL) 和电子学习 (EL) 更有效.
- 混合学习 (BL) 促进全面的理解,并改变学生的学习体验.
- 交互式和多模式的方法提高学生的参与度和病理学学术成果.
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