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将主动教学与基于讲座的混合方法进行比较,以学习放射学基础知识:一个单一的中心控制研究.

Fabien de Oliveira1, Jean-Paul Beregi1, Hugo Potier2

  • 1Department of Medical Imaging, Plateforme de recherche en imagerie médicale (PRIM), centre hospitalier universitaire de Nîmes, université de Montpellier, Medical Imaging Group Nîmes, Imagine, 30029, Nîmes, France.

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基于讲座的混合方法显著改善了医学学生的放射学知识,而不是完全主动学习. 这种教学方法在基础放射学教育中更有效.

关键词:
积极学习是指积极学习.有控制的试验试验.基于讲座的教学是基于讲座的教学.医学教育 医学教育放射学 放射学是一门学科.

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科学领域:

  • 医学教育 医学教育
  • 放射学 放射学是一门学科.
  • 教学方法 教学方法

背景情况:

  • 医学学生在课程开始时往往缺乏基础放射学知识.
  • 放射学基础知识的最有效的教学策略尚未确立.

研究的目的:

  • 为了比较基于讲座的混合方法与完全主动学习方法的有效性,用于教导放射学基础知识.
  • 评估不同教学方法对医学学生在放射学方面的短期和中期知识获取的影响.

主要方法:

  • 一项受控试验涉及尼姆大学医院的第二年医学学生.
  • 两组:基于讲座的混合式 (讲座+访问) 和完全主动的学习 (有目标的结构化访问).
  • 进行了预测试,即时后测试和两周后续测试,以评估知识进展.

主要成果:

  • 两组都显示出显著的学习收益,但基于混合讲座的组显示出更大的平均进展.
  • 尽管中期得分下降,但混合组保持了明显优异的表现 (15.02/20对12.33/20).

结论:

  • 基于讲座的混合教学方法比完全的积极学习更有效,用于向医学学生教授基础放射学.
  • 这项研究强调了联合讲座和互动会议方法对放射学教育的好处.