探索小组教学和基于案例的学习对光学学生双眼视觉临床知识的影响
Sirawit Ketchan1, Ketan Parmar1, Catherine Porter1
1The University of Manchester, UK.
The British and Irish orthoptic journal
|September 2, 2025
概括
小组教学与基于案例的学习 (CBL) 显著改善了光学学生对适应和收异常的知识. 这种方法可以提高这些常见视觉疾病的诊断和治疗.
科学领域:
- 视光学教育
- 临床教学方法
- 双眼视力
背景情况:
- 小组教学在医疗保健教育中很普遍,但在眼科中却很少被研究.
- 适应和收异常是光学评估和管理的关键领域.
研究的目的:
- 评估小组临床教学与基于案例的学习 (CBL) 对最后一年光学学生知识的影响.
- 评估学生对适应和融合异常的评估,诊断和管理的理解.
主要方法:
- 89名光学最后一年的学生被随机分为对照组和干预组.
- 干预组接受CBL小组教学,而对照组接受标准教学.
- 在教程之前和之后使用多选题来评估知识.
主要成果:
- 两组之间的教学前知识 (A组分) 没有显著差异.
- 与对照组 (p=0. 01) 相比,干预组的辅导后知识得分显著更高.
结论:
- 与CBL整合的小组教学有效地提高了光学学生对适应和收异常的了解.
- 这种教育方法有望在各个医疗保健领域应用.
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