虚拟途径:在COVID-19时代通过电子生物学改变医学生物化学教育
Antonio Peña-Fernández1,2, Manuel Higueras3, Mark D Evans2
1Department of Surgery, Medical and Social Sciences, Faculty of Medicine and Health Sciences, University of Alcalá, Madrid, Spain.
概括
电子生物学虚拟学习环境在COVID-19大流行期间有效支持远程临床生物化学教育. 学生的表现有所改善,在最后一组的对联考试中取得了显著的收益,大多数学生发现交互元素是有益的.
科学领域:
- 生物化学教育教育 生物化学教育
- 虚拟学习环境 虚拟学习环境
- 远程教学 远程教学是指远程教学.
背景情况:
- 由于COVID-19大流行,英国高等教育需要迅速从面对面向远程教学转变.
- 德蒙福特大学调整了其电子生物学虚拟学习环境,以支持临床生物化学教育.
- 该平台增强了理论,实验室,显微镜和案例研究组件的模块.
研究的目的:
- 评估适应的e-Biology平台对远程临床生物化学教育的有效性.
- 通过模块前和后的多项选择测试来评估学生表现的变化.
- 收集学生对虚拟学习工具有用性的反.
主要方法:
- 电子生物学平台以临床生物化学模块进行了更新.
- 在模块前和后进行多项选择测试,以评估学生的学习.
- 通过调查问卷收集学生关于他们学习经验的反.
- 对测试成绩和反数据进行了统计分析.
主要成果:
- 总体而言,学生表现略有改善,在2022/2023年队列的对联考试中观察到统计学上显著的增长 (p <0.05).
- 77.9%的学生同意电子实习和练习有助于学习和考试准备.
- 13.0%的受访者对平台对学习的影响保持中立.
结论:
- 电子生物学平台在支持远程应用临床生物化学教育方面证明有效.
- 虚拟学习环境可以成为混合和在线STEM教育的宝贵资源.
- 平台内的交互元素对学生的学习和考试准备做出了重大贡献.
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