在印度医学毕业生中,综合视频学习与传统教学讲座的比较有效性:一个多中心研究
Saumya Singh1, Aditya Pratap Singh2, Anuj Singh3
1Department of Microbiology, United Institute of Medical Sciences, United University, Prayagraj, Uttar Pradesh, India.
综合视频学习 (VBL) 与传统讲座相比,显著改善了医学生的理解和记忆. 这种混合方法通过多感官参与和教师互动来增强学习.
科学领域:
- 医学教育 医学教育
- 创新的教学方法.
背景情况:
- 医疗领域要求在教学中不断创新,以改善学生的学习.
- 基于视频的综合学习 (VBL) 将视听内容与教师互动相结合,以实现多感官参与.
研究的目的:
- 为了比较综合VBL与医学教育中的传统教学讲座的有效性.
- 评估VBL对学生理解和记忆力的影响.
主要方法:
- 这是一项多中心研究,涉及5个印度机构的608名医学学生和12名教师.
- 交叉设计用于教导结核病和生物医疗废物管理,学生随机分配到集成的VBL或教学讲座组.
- 采集了使用多选题 (MCQ) 和利克特尺度反的测试前后评估.
主要成果:
- 与教学讲座相比,集成的VBL导致两个主题的测试后得分显著提高.
- 超过60%的学生报告说,通过集成的VBL,他们的理解,记忆和自主学习有所改善.
- 教师反证实了好处,但指出工作量增加.
结论:
- 综合VBL比单独的教学教学更有效地提高了医学学生的理解和记忆.
- 将VBL与教师指导相结合,可以通过视听参与优化学习.
- 这种综合方法对于现代医学教育至关重要,它促进了更深入的理解和临床相关性.
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