学生在两个不同的体验式学习课程中,在协作,沟通和专业技能方面感知到类似的收益
Michelle Arnot1, Jinhee Kim1, Michelle French2
1Department of Pharmacology and Toxicology, Temerty Faculty of Medicine, University of Toronto, Toronto, Canada.
Pharmacology research & perspectives
|April 15, 2025
概括
经验式学习 (EL) 提高学生在药理学教育方面的技能. 不同的EL方法,如社区伙伴关系和模拟创业公司,在团队合作和职业准备方面产生了类似的积极结果.
科学领域:
- 药理学教育教育 药理学教育
- 经验式学习是经验式学习.
- 高等教育教学的教学.
背景情况:
- 经验式学习 (EL) 是一种具有高影响力的教学实践,但由于资源有限,在规模上实施具有挑战性.
- 药理学课程可以从创新的EL整合中受益,以克服教师监督的限制.
研究的目的:
- 评估学生在团队工作,职业准备,批判性思维和理论应用到实践中感知到的技能发展.
- 在药理学课程中比较两个不同的体验式学习课程之间的学生成果.
主要方法:
- 混合方法分析学生调查数据 (利克尔特尺度和开放式问题) 收集了三个课程代.
- 使用了两个不同的选修课程:"社会中的药理学和毒理学" (社区伙伴关系,减少伤害) 和"生物医学化器关键项目" (模拟生物技术创业公司).
主要成果:
- 在两个EL课程中,学生在所有评估的技能领域报告了积极的收益 (87%-96%的同意).
- 专题分析显示了EL的变革性影响,在两种不同的课程设计之间,在感知到的技能获取方面没有显著差异.
结论:
- 多样化的体验式学习设计可以有效地促进学生在药理学方面的可比技能发展.
- 实施优质的EL机会对于加强药理学课程和为学生未来的职业生涯做好准备至关重要.
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