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医学教育中的协作工作增强了知识获取和学生参与. 然而,它要求学生和教育工作者做出重大努力,并注意到潜在的参与不平衡.

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学习是一种协作式的学习.同时评估的校友.协作式学习是一种协作式学习.经验的教学经验.这是一个创新创新.创新 创新 创新 创新 创新 创新 创新同行评价中的同行评价.教学经验的教学经验.

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科学领域:

  • 医学教育 医学教育
  • 协作式学习是一种协作式学习.
  • 诊断成像 诊断成像 诊断成像

背景情况:

  • 像协作工作这样的创新教学方法代表了教育工作者和学生的重大转变.
  • 这种方法促进学生的自主性,需要仔细规划和监控,促进批判性思维和自我管理技能.

研究的目的:

  • 在医学诊断成像课程中评估协作学习活动的有效性和学生的感知.
  • 评估协作工作对知识获取,学生参与和人际交往技能的影响.

主要方法:

  • 一项横截面的观察性研究与第三年本科医学学生进行了诊断成像和物理医学课程.
  • 学生们分组工作,从个案分析到骨瘤放射图像的小组演示,并提供教师反.
  • 该活动通过学生问卷进行评估.

主要成果:

  • 60%的学生认为协作方法是合适的,促进知识的获取和增加参与.
  • 超过50%的人认为协作工作提高了他们的培训和参与感.
  • 学生报告说,与同事的关系有所改善.

结论:

  • 协作工作是改善医学教育知识获取的有效方法.
  • 该方法需要增加学生和教师的努力和参与.
  • 学生认为,参与的潜在不平衡是学生的缺点.