混合模式学习:在临床轮换中采用认知,社会和教学存在元素
Munashe Chigerwe1, Karen A Boudreaux2, Jacqueline M Cardwell3
1Department of Veterinary Medicine and Epidemiology at University of California Davis, 1275 Med Sci Drive, Davis, CA, 95616, USA.
Journal of veterinary medical education
|June 11, 2025
概括
混合模式的学习支持兽医学生在临床轮换期间的调查. 关键因素包括教师的灵活性和学生的共同参与,尽管教师培训和评估需要改进,以获得有效的混合学习.
科学领域:
- 兽医教育 兽医教育
- 教育技术的教育技术
- 教学教育学 在教学上
背景情况:
- 混合模式学习,包括混合和混合方法,在职业教育中越来越多地被采用.
- 在临床轮换期间评估其对学生调查的影响对于优化学习体验至关重要.
研究的目的:
- 评估混合模式学习对兽医学生在临床轮换期间调查过程的影响.
- 确定支持和阻碍在这个教育环境中调查社区的因素.
主要方法:
- 采用了一种探索性的顺序混合方法设计,整合了定性焦点组和定量问卷.
- 数据分析涉及演和归纳定性方法,以及调查问卷答复的统计总结.
主要成果:
- 该研究证实了兽医学生的混合模式学习中存在调查组件的社区 (教学,社会,认知存在).
- 影响调查的新兴主题包括学生共同参与,教师灵活性,教师福祉和各种支持系统.
- 确定的障碍包括教师培训不足,学习活动不一致以及评估挑战.
结论:
- 混合模式的学习可以有效地支持学生在兽医临床轮换中的调查.
- 解决教师培训,活动设计和评估对于成功实施至关重要.
- 建议进一步开发教师培训计划,以提高混合模式学习的有效性.
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