医学术语:一个基于游戏的解剖学和生理学审查高中学生在一个夏季途径计划的程序
Andrew Bloh1, Juan Riesta1, Adedayo Adepoju1,2
1Office of Education, Rutgers New Jersey Medical School, Newark, New Jersey, USA.
Anatomical sciences education
|October 10, 2025
概括
基于游戏的学习 (GBL) 显著提高了高中生对解剖学和生理学的信心. 虽然讲座提高了知识,但"医学术语"游戏加强了未来医疗保健学者的学习和参与.
科学领域:
- 医学教育 医学教育
- 积极学习策略 积极学习策略
背景情况:
- 基于游戏的学习 (GBL) 是一种积极的学习策略,可以提高学生的参与度和知识获取.
- 医学课程中的高中生通过讲座和GBL活动探索解剖学和生理学.
研究的目的:
- 调查"医学术语"GBL活动对高中生学习解剖学和生理学的影响.
- 评估GBL后与解剖学和生理学相关的知识,信心和兴趣的变化.
主要方法:
- 30名学生参加了为期4周的解剖学和生理学系列讲座,随后进行了"医学术语"游戏.
- 知识评估在课程前,比赛前和比赛后进行.
- 调查评估了学生对GBL的信心,兴趣和看法,用5点的利克尔特等级.
主要成果:
- 评估得分从比赛前到比赛前和比赛后显著增加 (p < 0.001).
- 在比赛前和比赛后的评估之间没有发现显著的得分改善 (p = 0.219).
- 学生对解剖学和生理学知识的信心从课前到课后的调查显著增加 (p < 0.001).
结论:
- 基于讲座的教学有效地增强了解剖学和生理学方面的知识获取.
- 像"医学术语"这样的GBL活动可以显著提高学生的信心,并加强学习.
- 需要进一步的研究来探索GBL对知识保留和对医疗保健职业的持续兴趣的长期影响.
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