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医学学生的动机坚持技能与他们接受特定混合学习工具之间的关系

Cristina Gena Dascalu¹, Claudiu Topoliceanu², Magda Ecaterina Antohe³

¹Department of Medical Informatics and Biostatistics, Faculty of Medicine, "Grigore T. Popa" University of Medicine and Pharmacy, 16 Universității Street, 700115 Iasi, Romania.

European journal of investigation in health, psychology and education

|April 25, 2025

概括

混合教育的接受程度在医学学生之间有所不同. 那些更喜欢教学视频和PowerPoint演示文稿的人表现出最高的动机持久性,这对于医学培训中的学术成功至关重要.

科学领域:

医学教育医学教育
教育心理学教育心理学
数字学习技术数字学习技术

背景情况:

混合教育,将数字资源与传统方法整合起来,在高等教育中越来越多地被采用.
学生的接受和动机是成功的混合学习课程设计的关键指标.
了解动机的坚持对于医学学生的学业成绩和任务承诺至关重要.

研究的目的:

评估医学学生的动机持久度 (MPS) 与他们接受各种混合学习教学工具的关系.
确定学生个人资料,学习偏好和医学教育中的动机持久性之间的相关性.

主要方法:

这项研究涉及来自罗马尼亚四所大学的523名牙科和通用医学学生.
学生根据使用k-means集群的动机持久性概况进行了分类.
对学生特征进行比较分析,包括性别,年龄和接受多媒体和教学材料.

主要成果:

喜欢传统学习的学生显示平均MPS,在力方面表现出色,但在任务规划方面扎.
喜欢PowerPoint演示文稿和教学视频的学生表现出最高的MPS,具有强大的规划和目标导向.
喜欢在线文档资源的学生的MPS高于平均水平,在任务完成方面表现强,但在回忆未实现的目标方面表现较弱.

结论:

学生的个人资料和对特定教学工具的偏好与动机持久性有显著的相关性.
识别这些相关性可以帮助预测学术成功,并为医学学生量身定制混合学习策略.
结果为选择最佳教学工具提供了洞察力,以提高医学学生的参与度和表现.

关键词:

混合学习是一种混合学习.医学院的学生医学院的学生动机的坚持动机的坚持心理评估心理评价

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