揭开内向的人对协作学习的障碍:跨医学学生个性的探索性混合方法研究
Varathpavee Bhuriveth1, Sethapong Lertsakulbunlue2, Vittavat Tangdumrongvong1
1Phramongkutklao College of Medicine, Bangkok, Thailand.
BMC psychology
|August 19, 2025
概括
内向的医学学生由于害羞和沟通障碍,在协作学习 (CL) 中面临挑战. 解决这些问题需要针对医疗教育中不同学习风格的量身定制策略和适应.
科学领域:
- 医学教育 医学教育
- 心理学 心理学 心理学
- 协作式学习是一种协作式学习.
背景情况:
- 内向的医学学生在协作学习 (CL) 环境中遇到独特的困难.
- 了解内向和外向观点是制定有效支持策略的关键.
- 本研究探讨了内向者在CL中面临的障碍,并将其与外向者的观点进行了比较.
研究的目的:
- 识别和分析内向医学学生在协作学习环境中遇到的具体挑战.
- 将内向学生的感知障碍与外向同学的感知障碍进行比较.
- 为医疗教育中各种学习风格提供支持策略的开发提供信息.
主要方法:
- 探索性混合方法设计与临床前医学学生.
- 定性阶段:12个半结构面试,以确定内向学生在CL中的障碍.
- 定量阶段:162名学生完成了基于定性发现的调查问卷;莫德斯利人格清单 (MPI) 评估了人格特征.
主要成果:
- 专题分析揭示了内向者的七个关键主题:对责任的恐惧,害羞,沟通不足,自我怀疑,对刺激的需求,角色减少和高能耗.
- 内向的人倾向于避免领导,犹不决地说话,更喜欢亲密的群体.
- 定量分析确定了四个领域:不安全感,疏远,注意焦虑 (内向者更高),和节奏挑战. 总体而言,克伦巴赫的α为0.87.
结论:
- 协作学习对内向的医学学生来说带来了重大挑战,特别是在快节奏或以领导力为重点的场景中.
- 医学院应该实施结构化的社会参与,调整评估,并适应不同的学习风格.
- 与内向和外向学生共同开发策略对于管理CL中的表现焦虑,沟通和领导能力至关重要.
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