讲座前的课程计划和学习:来自本科医学学生 (PLP-UMS) 的见解
Pooja Agrawal1, Aditya Singhal2, Nasra Banu1
1Department of Pharmacology, Rohilkhand Medical College and Hospital, Bareilly, UP, India.
BMC medical education
|November 14, 2025
概括
讲座前的课程计划 (PLPs) 提高了医学学生的参与度和满意度. 一个经过验证的尺度,PLP-UMS,证实PLPs提高了准备,信心和学习,支持其融入医学教育.
科学领域:
- 医学教育 医学教育
- 教育心理学教育心理学
背景情况:
- 结构化的课程计划可以提高医疗教育的清晰度,重点和参与度.
- 分享讲座前的课程计划 (PLP) 可以提高学生的准备,注意力和满意度.
研究的目的:
- 评估本科医学学生对PLP的看法.
- 验证一个新的尺度 (PLP-UMS) 来衡量这些感知.
主要方法:
- 与251名MBBS学生进行横截面研究,使用11项利克特比例调查问卷.
- 探索性因子分析 (EFA) 验证有效性和克伦巴赫的α可靠性.
- 斯皮尔曼的相关性评估了标准的有效性.
主要成果:
- EFA揭示了11项,三因素结构 (参与,态度,满意度) 解释了71.9%的差异.
- 可靠性分析显示了良好的内部一致性 (α = 0.773-0.714).
- 学生认为PLP是有益的,增强参与,学习和满意度.
结论:
- PLP-UMS是一个有效和可靠的工具,用于测量学生对课程计划的看法.
- PLP显著提高了学生的准备,信心,参与度和满意度.
- 支持在医学本科课程中更广泛地采用PLP.
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