基于游戏的学习对学生参与和临床治疗课程的结果的影响
Anne M Masich1, Leigh Anne Hylton Gravatt1, Benjamin Van Tassell1
1School of Pharmacy, Virginia Commonwealth University, Richmond, VA, USA.
American journal of pharmaceutical education
|March 10, 2025
概括
临床治疗学模块 (CTM) 课程中的基于游戏的学习 (GBL) 提高了学生的参与度和学术表现. 药学学生报告说,当GBL策略被整合到他们的课程中时,他们的参与度更高,成绩更好.
科学领域:
- 药房 教育 教育 药房 教育
- 教育技术的教育技术
- 高等教育中的游戏化
背景情况:
- 药学教育中的传统教学方法可能不完全吸引所有学生.
- 需要创新的策略来提高学生参与和临床治疗课程的学习成果.
研究的目的:
- 评估整合基于游戏的学习 (GBL) 策略对两个临床治疗学模块 (CTM) 课程中学生参与度和学术成就的影响.
- 为了比较学生对GBL增强的CTM课程与传统的非GBL课程的参与和学习的看法.
主要方法:
- 在第二年和第三年的药学博士 (P3) CTM课程中实施了基于游戏的学习竞赛.
- 记录了学生的课程成绩和课堂参与度;可选调查评估了学生对参与和学习的看法.
主要成果:
- 在GBL比赛中观察到高学生参与率 (97.6%).
- 积极参与的P3学生更有可能获得"A"等级 (OR4.02).
- 与非GBL课程 (5.76) 相比,GBL课程报告了更高的平均参与度 (7.26).
结论:
- 与以前的非GBL格式相比,将GBL集成到CTM课程中显著增加了学生的参与度.
- 学生们对GBL的实施反应很好,大多数人都赞成其延续.
- 基于游戏的学习对P3药房学生的学业成绩产生了积极的影响.
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