在医学教育中,从依赖到自主学习:在线模块化干预可以促进过渡吗?
Vasantmeghna Murthy1, Arun Mohanram2
1Dept. of Psychiatry, Krishna Institute of Medical Sciences, Krishna Vishwa Vidyapeeth, (erstwhile Krishna Institute of Medical Sciences, "Deemed-to-be" University), Malkapur, Karad, Satara, Maharashtra, India.
Indian journal of psychological medicine
|April 28, 2025
概括
在线学习模块显示医疗教育的希望,支持学生的终身学习技能. 虽然短期内没有显著增加自我指导,但大多数参与者对这种经验持积极态度.
科学领域:
- 医学教育 医学教育
- 在线学习在线学习
- 自主导向的学习
背景情况:
- 印度的医学毕业生需要持续的终身学习.
- 医学教育工作者寻求引人入胜的方法来培养这些技能.
- 在线学习为增强终身学习提供了一个潜在的战略.
研究的目的:
- 评估在线基础心理药理学模块对医学学生学习自主性的影响.
- 收集学生对在线模块化学习体验的反.
主要方法:
- 采用了前后干预研究设计.
- 22名MBBS第二阶段学生完成了为期10周的在线模块.
- 在干预之前和之后,使用自主指导学习 (SRSSDL) 自主评级表来衡量自我指导性.
主要成果:
- 平均SRSSDL得分在干预前和干预后都很高 (分别为231.31±26.64和227.31±31.33),没有显著差异.
- 学生的自主学习水平始终处于"高"的范围内.
- 在22名学生中,有19名学生 (86%) 报告了整体积极的学习体验.
结论:
- 二年级医学学生表现出高水平的自我指导.
- 在线模块化学习似乎是医学教育的一个可行的组成部分.
- 虽然短期内自我导向的增加并不显著,但在线模块提供了积极的学习体验,并可能支持终身学习技能.
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