改变牙科教育:在本科课程中以团队为基础的学习为中心的交互式和以学生为中心的学习
Teun J de Vries1, Katie L Crouwel2, Erica Vogelzang2
1Department of Periodontology, Academic Centre for Dentistry Amsterdam, University of Amsterdam and Vrije Universiteit, Amsterdam, Netherlands.
Frontiers in medicine
|June 18, 2025
概括
基于团队的学习 (TBL) 在一所牙科学校成功实施,提高了学生的参与度和技能. 学生和教师都发现TBL是一种有价值和积极的教育方法,促进合作和归属感.
科学领域:
- 医学教育 医学教育
- 牙科教育 牙科教育
- 教育心理学教育心理学
背景情况:
- 教育课程正在转向积极的,以学生为中心的学习.
- 在课程之间实施一致的教学方法对于课程改革至关重要.
- 基于团队的学习 (TBL) 提供了积极学习和技能发展的结构化方法.
研究的目的:
- 描述团队学习 (TBL) 在牙科院本科课程中的实施.
- 评估学生和教师对TBL有效性和影响的看法.
- 确定在采用TBL方面的挑战和成功,特别是在在线环境中.
主要方法:
- 在第一年的本科牙科课程中,TBL被引入为强制性组成部分 (10%的教学活动).
- 一个专门的TBL团队协助过渡,包括教师培训和反会议.
- 由于COVID-19大流行,TBL的在线变体被开发出来,IT服务合作.
- 评估包括与学生和教师的单独小组讨论,并补充了年底的学生调查.
主要成果:
- 学生和教师都对TBL的看法很好,学生欣赏团队合作和学习附加价值.
- 学生调查结果显示,协作团队工作的得分很高 (平均4.22/5的利克特尺度).
- 发现TBL对教师来说是鼓舞人心的,培养了学生表达的安全环境,并增强了协作技巧.
- TBL的固定小组格式提供了归属感,特别是在Covid-19大流行期间.
结论:
- 基于团队的学习是牙科学校激活学习的有效教育方法.
- TBL积极影响学生的学习,批判性思维,临床决策和沟通技巧.
- 成功实施需要教师培训,持续支持,并适应不同的学习环境 (在线/面对面).
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