贫困模拟:学习成果是否始终是一致的积极?
Michelle R McQuistan1, Lance Brendan Young1, Chandler Pendleton2,3
1Department of Preventive and Community Dentistry, The University of Iowa College of Dentistry and Dental Clinics, Iowa City, Iowa, USA.
Journal of dental education
|October 27, 2025
概括
平均而言,贫困模拟提高了学生的态度,但可能会对很大一部分学生产生负面影响. 了解这种变化是有效的教育策略的关键.
科学领域:
- 医学教育 医学教育
- 健康的社会决定因素
- 态度研究 态度研究
背景情况:
- 贫困模拟用于改善人们对贫困的态度.
- 之前的研究显示平均改善,但缺乏统一福利的数据.
- 学生对贫困模拟的反应的变化并未得到充分理解.
研究的目的:
- 测量模拟后贫困态度变化的变化.
- 评估贫困态度与模拟评估之间的关联.
- 调查贫困模拟对牙科学生的影响差异.
主要方法:
- 在三个时间点调查了169名三年级牙科学生:基线,模拟后和2个月后续.
- 使用利克尔特尺度测量贫困态度,与关于个人责任和公共政策的陈述达成一致.
- 通过与关于模拟的价值和对患者护理的影响的陈述达成协议,评估模拟评估.
主要成果:
- 平均贫困态度在模拟后显著增加 (p < 0.001).
- 然而,21.7%和34.6%的人分别在模拟后和随访时报告了较低的态度.
- 模拟后的态度与模拟评估有显著的相关性 (r = 0.330.45,p < 0.001).
结论:
- 贫困模拟产生了积极的平均态度转变,但可能会使一些学生的态度恶化.
- 具有负面模拟后态度的学生可能会低估模拟的价值.
- 对那些经历了负面态度变化的学生来说,可能需要定制的教学策略.
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