基于团队学习的参与频率对医学学生对系统的基于团队学习的课堂管理和积极的课堂参与之间的关系的调节效应
Somi Jeong1, Seung Jung Kim2, Kyoung Eun Lee3
1Ewha Medical Education Center, Seoul, Korea.
Korean journal of medical education
|September 8, 2025
概括
高频率的团队学习 (TBL) 参与增强了医学学生的积极参与. 系统的TBL课堂管理和频繁的参与对于促进学生参与医学教育至关重要.
科学领域:
- 医学教育 医学教育
- 教育心理学教育心理学
背景情况:
- 基于团队的学习 (TBL) 是医学院越来越多地采用的教学方法.
- 学生参与是影响医学教育学习成果的关键因素.
研究的目的:
- 调查基于团队学习 (TBL) 参与频率的调节效应.
- 检查医学学生对系统的TBL课堂管理的看法与他们积极的课堂参与之间的关系.
主要方法:
- 分析了两学年的575名医学学生的反数据.
- 描述性统计,相关性分析和调节分析的应用.
主要成果:
- 在感知到的系统的TBL班级管理和积极的班级参与之间发现了显著的正相关性.
- 结核病参与频率调节了感知到的系统性结核病管理和积极参与之间的关系.
结论:
- 系统的TBL课堂管理和频繁的参与对于促进学生参与至关重要.
- 结果为优化医疗课程中的TBL实施提供了洞察力,以提高学生参与度.
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