性别是否影响区域解剖学课程的学习,感知和保留?
Veronica Antipova1, Martin Siwetz1, Franz A Fellner2,3
1Division of Macroscopic and Clinical Anatomy, Gottfried Schatz Research Center, Medical University of Graz, Auenbruggerplatz 25, 8036, Graz, Austria.
Anatomical science international
|April 5, 2025
概括
这项研究探讨了医学学生在解剖学学习中的性别差异. 虽然在学习收益和记忆力方面发现了微小的差异,但男女学生都受益于更长的课程和特定的化技术.
科学领域:
- 医学教育 医学教育
- 总体解剖学 总体解剖学
- 学习科学 学习科学
背景情况:
- 医学学生学习和技能获取方面的性别差异呈现出复杂,往往矛盾的发现.
- 以前关于解剖学学习的研究忽视了剖析课程中性别特异性的变化.
- 了解这些细微差别对于有效的医学教学至关重要.
研究的目的:
- 为了调查本科医学学生的解剖学学习收益的基于性别的差异.
- 为了比较不同长度的区域解剖学课程 (3个月与1个月) 的学习成果和知识保留.
- 评估在解剖学教育中对Thiel和以乙醇为基础的麻醉方法的性别认知.
主要方法:
- 评估了解剖结构识别能力,以衡量跨性别的学习收益.
- 在3个月和1个月的区域解剖学课程之间比较学习成果,分析性别影响.
- 在6个月和12个月间隔评估知识保留.
- 调查了学生对蒂尔和乙醇防腐方法的看法,重点关注性别差异.
主要成果:
- 在不同解剖区域的学习收益中观察到较小的性别差异.
- 3个月的课程给所有学生带来了比1个月的课程更高的分数,特别是在部,胸部和腹部.
- 在6个月和12个月后,在腹部解剖学方面观察到显著的知识保留增长 (女性:+56%,男性:+68%).
- 性别差异出现在Thiel和乙醇防腐方法之间的组织柔性和学习实用性的认知上.
结论:
- 细微的性别相关差异存在于粗体解剖学学习结果和认知.
- 研究结果支持调整区域解剖学剖析课程以适应性别差异.
- 这项研究为优化不同医学学生人群的解剖学教育提供了宝贵的见解.
关键词:
包是为了保证包.乙醇-甘油-乙醇-甘油性别差异的性别差异目标 结构化的实践考试区域解剖解剖课程 区域解剖解剖课程泰尔·蒂尔 (Thiel Thiel) 是一个著名的作家.本科医学教育 本科医学教育更多相关视频
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