学生对教学模式的偏好和远程教学对学术成绩的影响在本科正统牙科课程,后续研究研究
Heidi Arponen1,2, Emma Juuri1,3
1Department of Oral and Maxillofacial Diseases, University of Helsinki, Helsinki, Finland.
Journal of dental education
|July 17, 2025
概括
ортодонтика教育中的混合教学方法产生了与传统方法相比的学习结果. 学生更喜欢这种混合型号,报告减少了学习负载和改善了幸福感,强调了它对牙科学生的有效性.
科学领域:
- 牙科教育 牙科教育
- 矯正牙科 矯正牙科是一種矯正牙科.
- 医学教学医学教学
背景情况:
- 博士前牙科教育面临着不断变化的教学挑战.
- 评估不同教学模式对学生成绩的影响至关重要.
- 学生的福祉越来越被认为是学业成功的关键因素.
研究的目的:
- 评估牙科博士生对各种教学方式的偏好.
- 为了检查远程与课堂正讲座对学术表现的影响.
- 评估学生的幸福感,以应对混合学习方法.
主要方法:
- 一个混合教学策略被实施在一个牙科课程的19讲座.
- 51名学生经历了远程和课堂理论课程的混合体.
- 通过总结性考试评估学习成果;使用问卷测量学生的偏好和倦怠.
主要成果:
- 远程和课堂上讲座表明了同等的学习成果.
- 大多数学生赞成混合方法,理由是减少学习负担和提高幸福感.
- 倦怠指标 (疲劳,不足) 均高于平均水平,而愤世嫉俗程度低于平均水平.
结论:
- 混合教学方法是有效的,并优先用于理论牙科指导.
- 这种模式提高了牙科课程的教育成果和学生福祉.
- 研究结果为优化牙科教育策略提供了宝贵的见解.
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