网络分析客观地衡量人类解剖学教育资源的成功
Pilar Alberola-Zorrilla1,2, Rosa Zaragozá-Colom2, Amparo Gimeno-Monrós2
1Research Group on the Clinical Anatomy of the Musculoskeletal System (GIACAL), Department of Anatomy and Human Embryology, Faculty of Medicine, Universitat de València, Av. Blasco Ibáñez 15, 46010 Valencia, Spain.
交互式在线解剖学教学工具,特别是像Instagram这样的社交媒体平台,与传统方法相比,大大提高了学生的参与度. 目标参与度指标对于评估教育技术的有效性至关重要.
科学领域:
- 医学教育 医学教育
- 解剖学教学 教学 解剖学教学
- 数字学习数字学习
背景情况:
- 传统的人体解剖教育经常使用人体模型.
- 虚拟平台为增强自主学习提供了潜力.
- 学生对特定在线教学工具的偏好需要澄清.
研究的目的:
- 用两个不同的在线解剖学教学工具来比较学生的参与度:单向在线课程和交互式Instagram个人资料.
- 评估每个干预措施的学生满意度和客观参与指标.
- 确定参与式,社交媒体整合式教育方法的有效性.
主要方法:
- 开发了在线课程和一个交互式的Instagram个人资料 (@eldeanato),包括新的解剖插图和剖析照片.
- 包括交互式元素,如Instagram故事测验.
- 通过在线调查评估学生满意度.
- 使用网络分析 (Instagram互动率,谷歌分析) 对参与的客观评估.
主要成果:
- 学生对两种教材的满意度都很高.
- 互动式的Instagram个人资料显示了显著更高的参与度得分.
- 在Instagram个人资料上观察到持续的参与和不断增加的互动水平.
- 客观参与度测量对于评估干预成功至关重要.
结论:
- 与Instagram等受欢迎的社交网络相结合的参与式教学干预措施提高了学生对解剖学教育的坚持和参与.
- 目标参与度指标对于评估创新的数字教学策略的成功至关重要.
- 社交媒体平台可以有效地用于学术教学,尽管最初的看法是与传统教育疏远.
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