逃脱第二轮:关于在一般药理学课程中的激励气候和知识获取的复制和扩展研究
Freija Ter Heegde1, Adriana H van Houwelingen1
1Division of Pharmacology, Utrecht Institute for Pharmaceutical Sciences, Utrecht University, Universiteitsweg 99, 3584 CG, Utrecht, the Netherlands.
European journal of pharmacology
|March 9, 2025
概括
一个逃生室干预显著提高了学生在药理学课程的动力,尽管没有提高知识获取. 这种方法提高了参与度,解决了理解复杂药理学概念的挑战.
科学领域:
- 医学教育 医学教育
- 药理学教育教育 药理学教育
- 教育心理学教育心理学
背景情况:
- 学生在理解药理学方面面临挑战,需要提高学术成功的动机.
- 一项混合方法研究检查了药理学教育中的激励气候和知识获取.
- 在两个学生队伍中 (2022-2024) 调查了一门一般药理学课程和一个逃生室干预.
研究的目的:
- 评估药理学课程和逃生室干预对学生动机的影响.
- 评估课程和逃生室活动所获得的知识.
- 用定量和定性方法探索学生对激励气候的看法.
主要方法:
- 在多个时间点 (第2,5周,逃生室后) 管理了MUSIC®激励问卷.
- 使用开放式问题进行定性内容分析,以补充定量数据.
- 通过十个多项选择题评估知识获取.
主要成果:
- 学生的动机感知在课程期间下降,但在逃生室干预后增加.
- 药理学课程在一个队列中显示出一个小的,显著的知识增长;逃生室没有.
- 定性数据表明,高工作量导致课程动机下降,而逃生室被认为是有趣和有吸引力的.
结论:
- 逃生室干预显著提高了学生对两个队伍的动机气候的感知.
- 虽然不是一个有效的形成性评估工具,逃生室成功地提高了学生在药理学方面的动机.
- 调查结果强调了游戏化干预措施的潜力,以提高对具有挑战性的科学主题的参与度.
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