基于游戏的学习与基于问题的学习方法在教学微生物学到第二阶段的医学学生的有效性
Shyamala R1, Nidhin Jacob1, Sana Basheer1
1Microbiology, Kodagu Institute of Medical Sciences, Madikeri, IND.
Cureus
|October 20, 2025
概括
基于游戏的学习 (GBL) 和基于问题的学习 (PBL) 同样提高了医学学生在微生物学方面的表现. 学生们对GBL的满意度更高,这表明它有提高参与度和终身学习的潜力.
科学领域:
- 医学教育 医学教育
- 微生物学教育 微生物学教育
背景情况:
- 传统的医学教育方法可能无法完全吸引学生.
- 需要创新的教学方法来提高学习成果.
研究的目的:
- 为了比较基于游戏的学习 (GBL) 和基于问题的学习 (PBL) 在本科微生物学中的有效性.
- 评估GBL和PBL对学生表现,知识保留和感知的影响.
- 为了确定局限性,并为未来的医学教育策略提供见解.
主要方法:
- 两组医学学生使用GBL和PBL参与微生物学模块.
- 通过分数和保留测试来评估学生的表现.
- 收集学生的反来评估他们的感知和满意度.
主要成果:
- 无论是GBL还是PBL,都显著提高了学生在微生物学方面的表现.
- 在GBL和PBL之间没有发现有效性的显著差异.
- 与PBL相比,学生报告了更高的满意度和对GBL的更积极的看法.
结论:
- 将GBL和PBL整合到医学课程中可以增强学习并促进自我指导的学习.
- 这些方法提高了学生的参与度和整体教育效率.
- GBL和PBL为现代化医学教育提供了有价值的方法.
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