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具体的教学设计元素如何影响墨西哥医学院的基于案例的协作学习体验:混合方法研究

Dominique Harz1, Ramiro Israel Esparza-Perez1,2, Amy Sullivan1,3

  • 1Program in Medical Education, Harvard Medical School, Boston, MA, USA.

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概括

基于案例的协作学习 (CBCL) 在墨西哥医学教育中是可行的,通过自主性,能力和相关性增强学生的动力. 这种积极的学习策略对于习惯于传统讲座的学生来说非常有价值.

关键词:
积极学习是积极学习.基于案例的合作式学习.教学设计指令的设计.自决理论 自决理论

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科学领域:

  • 医学教育 医学教育
  • 教学设计的教学设计.
  • 积极学习策略 积极学习策略

背景情况:

  • 基于案例的协作学习 (CBCL) 通过让学生独立获得知识,然后通过协作将其应用于案例场景来促进积极学习 (AL).
  • 像CBCL这样的AL策略的实施受到当地和文化背景的影响,在传统的基于讲座的教学主导的高等教育环境中存在挑战.
  • 这项研究调查了在墨西哥瓜达拉哈拉大学实施CBCL的可行性,这是被动学习方法普遍存在的背景.

研究的目的:

  • 探索实施基于案例的协作学习 (CBCL) 在墨西哥医学生的虚拟基于证据的医学 (EBM) 课程中的可行性和影响.
  • 评估CBCL对学生的知识和态度的影响,与传统的基于讲座的教学相比.
  • 在CBCL中确定培养学生动机的教学设计 (ID) 元素,以自决理论为指导.

主要方法:

  • 采用了一种带有解释性的混合方法方法的准实验性设计.
  • 99名医学四年级学生被分为CBCL组和基于讲座的比较组,涵盖相同的EBM内容.
  • 评估包括课程考试,调查和重点小组,以评估知识,态度,干预的影响和可行性,然后进行专题分析.

主要成果:

  • CBCL和讲座组都表现出相似的知识获取,考试成绩没有显著差异.
  • 主题分析显示,在CBCL中促进自主性,能力和相关性的教学设计元素与学生的内在动机有积极的关联.
  • 具体的ID元素,如明确的目标,准备评估,解决问题和协作工作是影响学生感知和动机的关键因素.

结论:

  • 基于案例的协作学习 (CBCL) 是墨西哥医学学生的可行和有价值的教学方法,即使是那些习惯于以讲座为基础的学习的人.
  • 开发了一个概念模型,将特定的CBCL教学设计元素与基于自决理论的动机领域联系起来.
  • 该模型为教育工作者提供指导,旨在将CBCL或类似的积极学习方法适应不同的当地环境,并为未来的研究方向提供信息.