让医学和牙科学生参与课程委员会:教师的见解和期望
Afsheen Mahmood1, Said Amin2, Usman Mahboob3
1Afsheen Mahmood, Department of Physiology, Khyber Girls Medical College, Peshawar, Pakistan.
Pakistan journal of medical sciences
|November 17, 2025
概括
本科医学专业的学生.
科学领域:
- 医学教育研究 医学教育研究
- 课程开发 课程开发
- 定性研究方法 定性研究方法
背景情况:
- 本科医学教育依赖于课程委员会进行开发和改进.
- 尽管学生直接参与课程,但学生参与这些委员会往往是有限的.
- 了解教师对学生参与的看法对于有效的课程增强至关重要.
研究的目的:
- 探索有关本科医学学生参与课程委员会的教师见解.
- 确定教师对学生参与课程开发的好处和挑战的看法.
主要方法:
- 使用焦点小组讨论进行定性探索性研究设计.
- 四个焦点小组在两个医学院和两个牙科院校进行了调查.
- 对转录的数据进行主题分析,使用调查者三角测量来确定严格度.
主要成果:
- 教师确定了学生参与的情感,认知和身体层面.
- 学生的情感参与导致了课程开发中的满意度和赋权.
- 突出了学生参与的障碍,以及课程改革的潜在领域.
结论:
- 学生参与课程委员会提供了多方面的好处,包括情感,认知和身体的发展.
- 解决教师保留对于成功将学生纳入课程开发过程至关重要.
- 讨论了加强学生参与和促进课程改革的建议.
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