探索牙科学生使用的非正式学习资源:一种混合方法
Maha Akkari1,2, Mayssoon Dashash1,3, Issam Jamous1,4
1Medical Education Master, Syrian Virtual University, Damascus, Syria.
Journal of medical education and curricular development
|August 11, 2025
概括
牙科学生高度参与非正式的学习资源,如同行学习和社交媒体. 挑战包括时间限制和支付问题,强调需要教师指导有效利用这些资源.
科学领域:
- 医学教育 医学教育
- 牙科教育 牙科教育
背景情况:
- 非正式学习资源补充了职业身份发展的正规教育.
- 了解牙科学生对非正式学习的使用对于提高他们的教育旅程至关重要.
研究的目的:
- 评估牙科学生对非正式学习资源的偏好.
- 探索影响这些资源使用的挑战和动机.
- 确定将非正式学习纳入牙科课程的有效策略.
主要方法:
- 一种混合方法的方法,结合了定量问卷和定性访谈.
- 在叙利亚大学调查了1000名牙科学生.
- 对15名研究生和30名本科生进行了半结构化采访.
主要成果:
- 报告的高参与率是同行学习 (76.2-79.6%) 和社交媒体 (79.4-80.6%).
- 在使用开放式教育资源,社交媒体和参加会议方面发现了重大挑战 (71.6-76.2%).
- 本科生指出缺乏时间;研究生指出开放教育资源的支付问题是关键障碍.
结论:
- 非正式学习资源是牙科学生教育的重要工具.
- 教师指导对于优化非正式学习资源的使用至关重要.
- 有效地整合非正式学习可以增强整体牙科教育经验.
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