临床解剖学教学中的自主学习和教学讲座与MBBS一年级学生的比较
Samridhi Arora1, Ranjana Shingne2, Sathyanarayan Kelegere Ravi3
1Department of Anatomy, World College of Medical Sciences and Research and Hospital, Jhajjar, Haryana, India.
Annals of African medicine
|August 20, 2025
概括
与传统的教学讲座相比,自主学习 (SDL) 显著提高了第一年医学学生的临床解剖学知识的获取和保留. 这种方法有助于提高理解,并有助于澄清疑问,以获得更好的学习成果.
科学领域:
- 医疗教育
- 解剖学的教学
- 基于能力的医学教育
背景情况:
- 解剖学是临床医学课程的基础基础科学.
- 在基于能力的医学教育中,创新教学方法至关重要.
- 自主学习 (SDL) 在医疗专业学习中至关重要.
研究的目的:
- 为了比较SDL与教学讲座的有效性,
- 用SDL评估一年级医学学生的知识保留.
主要方法:
- 一项比较性观察研究涉及124名MBBS一年级学生.
- 学生分为两组,在教学讲座和SDL课程之间交替.
- 通过不同间隔的多选问卷 (MCQ) 评估知识的获取和保留.
主要成果:
- 与教学讲座相比,学生在SDL课程后的成绩更高.
- 一个配对的t测试表明SDL具有统计学意义的改善.
- SDL方法也对知识的保留产生了积极的影响.
结论:
- 自主学习是一种更有效的解剖学教育方法,
- SDL使学生能够对自己的学习负责,提高对学科的理解,并促进疑问的解决.
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