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通过翻转教室教授脏生理学:在基于器官系统的课程中整合积极学习和临床背景
Cesar Barrabi1, Hayley Derricott1
1Western Atlantic University School of Medicine, Freeport, Bahamas.
一个经过修订的翻转课堂模型通过整合主动学习和临床应用来增强脏生理学教育. 这种方法带来了提高学生的考试成绩和医学院的参与度.
科学领域:
- 医学教育 医学教育
- 身体生理学 身体生理学
背景情况:
- 翻转课堂模式在医学教育中越来越受欢迎,以促进积极学习和临床整合.
- 在生理学单元中实施这个模型需要仔细的结构,以最大限度地提高学生的收益.
研究的目的:
- 在脏生理学单元中描述修改过的翻转课堂方法的实施.
- 评估这个修订后的模型对学生学习和参与的影响.
主要方法:
- 实施了一个结构化的翻转课堂模型,其中包括预作,课堂应用 (讨论,案例研究) 和课后审查.
- 学生使用简短的幻灯片和补充资源进行准备.
- 会议后的测试和重复增强学习.
主要成果:
- 与以前的队列相比,修订后的翻转课堂方法与学生考试成绩的提高有关.
- 学生的参与和参与与修订后的模型更加一致.
- 学生报告了强烈的参与和对材料的感知理解.
结论:
- 经过深思熟虑的结构翻转课堂模型可以有效地支持生理学密集医学教育单元的学习.
- 这种教学方法可以适应多样化的学生群体和国际医学院环境.
- 该模型增强了临床整合和积极学习,导致更好的学术成果.
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