在混合医学教育中,课前视频纳米学习或微学习
Cheng-Maw Ho1,2, Chi-Chuan Yeh1,2, Jann-Yuan Wang2,3,4
1Department of Surgery, National Taiwan University Hospital, Taipei, Taiwan.
Frontiers in medicine
|October 23, 2025
概括
医学学生发现简短的教育视频很方便. 虽然大多数人更喜欢微型学习 (多概念),但纳米学习 (单概念) 和微型学习都增强了医疗教育中的参与和学习.
科学领域:
- 医学教育 医学教育
- 教育技术的教育技术
- 学习科学 学习科学
背景情况:
- 简短的教育视频,包括微学习 (多概念) 和纳米学习 (单概念),在混合医学教育中越来越多地被采用.
- 这些格式为医学学生提供灵活的学习机会.
- 了解学生的偏好和结果对于优化其使用至关重要.
研究的目的:
- 为了比较医学学生的偏好,学习行为和纳米学习和合并微型学习视频格式之间的学术成果.
- 评估学生对不同短视频学习模式的满意度和参与度.
- 在医疗课程中融入基于视频的学习.
主要方法:
- 一个融合的平行混合方法研究,涉及到五年级医学学生.
- 学生参与了纳米学习和微学习视频,涵盖了核心概念.
- 收集的数据包括问卷,在线活动日志和评估分数,分析量和质量.
主要成果:
- 在156名学生中,有140人回应,其中79人喜欢微型学习,18人喜欢纳米学习,43人表示不喜欢.
- 视频参与时间类似,但喜欢纳米学习的学生完成了更多的个体概念.
- 微学习组在论文评估中获得了更高的分数,而"无论"组报告了更高的满意度.
结论:
- 纳米学习和微学习视频格式都受到医学学生的重视,用于课前准备.
- 简短,灵活的视频格式可以提高学生的参与度和医学教育中的学习成果.
- 整合多样化的视频学习策略可以满足学生的各种需求,提高整体教育效率.
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