学习者自主权对自愿在线心脏听力课程的表现的影响:前性自我控制研究
Yudong Fang1, Ligang Fang2, Xue Lin2
1Capital Medical University, Beijing, China.
JMIR medical education
|November 25, 2025
概括
在线课程中的学习者自主性,通过持续的出席和积极的参与来证明,与改善的临床技能表现有显著的相关性. 通过课程设计来鼓励这些行为可以提高学习成果.
科学领域:
- 医学教育 医学教育
- 在线学习在线学习
- 临床技能培训 临床技能培训
背景情况:
- 学习者的自主性对于在线教育的成功至关重要.
- 它对自愿,非信用的临床技能培训的影响尚不清楚.
- 量化自主性的行为指标可以改善在线学习设计.
研究的目的:
- 量化学习者自主性指标与绩效之间的关联.
- 评估在自愿的在线心脏听力课程中的表现.
- 确定与成功的在线学习相关的可测量的行为.
主要方法:
- 对199名参与者 (医生和医学学生) 的前性,自我控制的研究.
- 在线心脏听力课程与同步会话和真实录音.
- 自主性指标:充分参与,在课堂上的参与和课后的审查.
- 分析包括回归和ROC对优秀学习者的分析.
主要成果:
- 测试中位数从40到70显著改善 (P<.001).
- 完全参与和课堂上的参与独立地预测了更高的最终成绩.
- 课后复习与取得优秀表现有关.
结论:
- 持续的出席,课堂上的参与和课后的审查是在线临床技能培训中表现的关键相关因子.
- 这些自主性指标可以通过实践课程设计元素来培养.
- 未来的研究应该对这些设计策略进行前性评估.
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