自主学习策略:促进和自主学习方法的比较评估
Meghana Padwal1, Lalna Takale1, Asmita Phadke2
1Biochemistry, Bharati Vidyapeeth (Deemed to be University) Medical College, Pune, IND.
Cureus
|September 2, 2025
概括
与自主学习相比,促进自主学习 (SDL) 显著改善了医学学生的学习成果. 这两项战略都促进了印度医学毕业生必需的终身学习技能.
科学领域:
- 医学教育
- 生物化学教育
背景情况:
- 自主学习 (SDL) 对印度医学毕业生 (IMGs) 成为基于能力的医学教育 (CBME) 课程的终身学习者至关重要.
- SDL可以通过方便 (教师指导) 或自主 (独立) 的策略来实施.
- 之前的研究只关注一个SDL策略;本研究将两者进行比较.
研究的目的:
- 为了比较促进和自动化SDL策略的有效性.
- 评估这些策略对医学学生学习成果的影响.
主要方法:
- 这是一项前性干预研究,
- 在酶抑制和临床酶学方面,学生被分为辅导和自动调节的SDL组.
- 学习时间长达14天,并进行前后测试以评估知识获取.
主要成果:
- 辅助和自我调节的SDL组在测试分数上均显示出显著的改善 (p<0. 001).
- 辅助SDL组的测试后得分明显高于自动测试组 (p<0.001).
结论:
- 将SDL纳入课程有效地培养了医学学生的终身学习技能.
- 认真设计SDL模块,考虑学习者的需求和资源,对于成功至关重要.
- 促进和自动学习的SDL促进自我动机,问责和批判性思维,为IMG不断学习做好准备.
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