从被动到参与:探索药学学生的经验和感知与积极的学习
Hege Sletvold1, Linda Amundstuen2, Daniel H Zeiss2
1Faculty of Nursing and Health Sciences, Nord university, PO Box 474, Namsos, 7801, Norway. hege.sletvold@nord.no.
BMC medical education
|December 18, 2025
概括
药学教育中的积极学习是由社会动态,组织和相关性塑造的,影响学生的学习和成果. 有效的实施需要以学生为中心,参与性和结构良好的教学设计,以实践为准备的毕业生.
科学领域:
- 药房 教育 教育 药房 教育
- 健康 专业 教育 卫生 专业 教育
- 教学策略 教学策略
背景情况:
- 挪威教育改革增加了对医疗保健专业人员的要求,需要进行教学调整.
- 以学生为中心,积极的学习对于培养医疗保健学生的批判性思维和解决问题的技能至关重要.
- 这项研究考察了药学学生的积极学习经验及其对其教育的影响.
研究的目的:
- 探索药学学生的认知和经验与积极的学习策略.
- 在积极学习环境中识别影响学生学习的因素.
- 为在药房教育中设计有效的积极学习方法提供信息.
主要方法:
- 挪威诺德大学药学学士学生使用焦点小组进行的定性研究.
- 有目的的抽样包括所有课程年度的学生.
- 从四次半结构化焦点小组采访 (2023年3月 - 2024年1月) 的数据进行主题分析.
主要成果:
- 21名学生 (4名男性,17名女性,1至3年级) 参加.
- 三个主要主题出现了:社会结构 (个人属性,社会动态),组织和结构 (时间,活动设计,基础设施) 和转移价值 (相关性,动机,参与).
- 学习受到社会互动,课程组织以及活动的可用性所影响.
结论:
- 药学教育中的积极学习是复杂的,受社会,组织和相关性因素的影响.
- 研究结果强调了需要灵活,以学生为中心,参与和结构良好的教学设计.
- 洞察力支持反思,参与和实践准备的药学毕业生的发展.
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