医学学生对药理学混合学习的认知知识和态度
Shaoya Chen1, Chun Chen2, Lixian Wu2
1Department of Pharmacology, School of Pharmacy, Fujian Medical University, Fuzhou, 350122, Fujian, China. shaoyachen@fjmu.edu.cn.
Scientific reports
|December 1, 2025
概括
临床医学学生具有足够的药理学知识,但对混合学习的态度不佳. 提高教学方法的有效性可以提高药理学教育的知识和学术成果.
科学领域:
- 医学教育 医学教育
- 药理学 药理学是指药理学的学科.
- 教育心理学教育心理学
背景情况:
- 在医学教育中,混合学习越来越多地被采用.
- 了解学生的感知对于优化药理学中混合学习策略至关重要.
研究的目的:
- 在药理学混合学习环境中调查临床医学学生的认知知识,态度和学术表现.
- 探索被认为的教学有效性,知识,态度,自我效能,拖延和学业表现之间的关系.
主要方法:
- 在福建医科大学的502名临床医学学生中进行了横截面调查.
- 数据采集使用问卷评估感知知识,态度,一般自我效能 (GSE-6) 和拖延 (PASS).
- 使用结构方程建模 (SEM) 来分析变量之间的关系.
主要成果:
- 学生报告了足够的药理学知识,但对混合学习的态度不佳.
- 感知到教学方法的有效性直接影响感知到的知识和态度.
- 态度,一般的自我效能和感知到的知识是拖延和学业表现的重要预测因素.
结论:
- 虽然学生在药理学方面有足够的感知知识,但他们对混合学习的态度需要改进.
- 建议专注于提高教学方法的感知效率的干预措施,以促进学生参与和在混合药理学课程中的学术成功.
- 通过改善态度和自我效能来解决拖延是提高整体学业成绩的关键.
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