评估作为学习:关于临床前医学学生领导的一代基于场景的多选择题的混合方法研究
Asmaa F Sharif1,2, Zeinab A Kasemy3, Samar H A Aloshari4
1Clinical Medical Sciences Department, College of Medicine, Dar Al Uloom University, Riyadh, Saudi Arabia.
让医学学生参与创建基于场景的多选择题 (MCQ) 提高了他们的学业表现和学习经验. 这种由学生主导的方法增强了批判性思维,是医学教育的一个有前途的教学策略.
科学领域:
- 医学教育 医学教育
- 认知科学 认知科学
背景情况:
- 传统的医学科学学习与临床实践分离是不理想的.
- 以学生为中心的学习策略是有效的,但以评估为中心的技术却得到了较少的关注.
- 发展更高层次的思维技能对于医学学生至关重要.
研究的目的:
- 探索吸引早期临床前医学学生参与基于场景的多选题 (MCQ) 的感知和有效性.
- 评估这一策略对认知水平和学习成果的影响.
主要方法:
- 一个准实验性的混合方法研究,涉及到第二年临床前医学学生.
- 一个干预组创建了MCQ,而一个控制组没有.
- 两个小组都完成了模拟考试,问卷和集中小组讨论.
主要成果:
- 与非创作者相比,项目创作者显示出明显更高的形成性得分和更好的GPA.
- 两组中超过75%的学生对评估方法感到满意.
- 形成性评估与GPA和创建项目的数量正相关.
- 该战略对学习过程产生了积极的影响,培养了软技能和积极的情绪.
结论:
- 基于临床场景的MCQ由学生主导生成,是医学教育中一个有前途的教学方法.
- 这一策略增强了学习,参与,并为学生的临床年准备.
- 它作为一种多功能教学工具,可以适应各种学科.
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