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训练有素和未经训练的医学教育工作者之间的交互式教学实践:一个横截面分析

Vimala Ananthy¹, Suresh Narayanan², Priyadharsini R Palanisamy³

¹Department of Pharmacology, Mahatma Gandhi Medical College and Research Institute, Puducherry, IND.

|December 23, 2025

概括

教师发展计划显著增加医学教育工作者使用交互式教学技术. 虽然对交互式教学的看法相似,但培训提高了课堂应用,促进了医疗教育的参与.

科学领域:

医学教育医学教育
教师发展学院发展学院
互动式教学互动式教学

背景情况:

基于能力的医学课程需要在讲座期间进行交互式学习.
关于教师培训对交互式教学实践的影响的证据有限.
这项研究比较了在医学教育方面的培训和没有培训的教育工作者.

研究的目的:

为了比较医学教育工作者与不同水平的教师发展的交互式教学实践和信仰.
评估短期与长期教育培训对教学方法的影响.

主要方法:

对229名临床前和临床前医学教育工作者进行了基于问卷的横截面研究.
收集关于培训的数据,感知互动教学的使用,首选的方法,难度,原因和挑战.
分析了回复,以根据教师发展参与来比较教育工作者.

主要成果:

经过短期和长期培训的教育工作者报告说,他们更频繁地使用交互式教学技术.
在受过培训和未受过培训的教育工作者之间,在首选的方法,难度,原因或障碍方面没有发现显著差异.
两组人都对交互式教学策略有着相似的看法.

结论:

教师发展计划显著增加了交互式教学技术的利用.
虽然感知可能是相似的,培训是实施交互式方法的关键.
越来越多地使用交互式教学可能源于多因素的原因或实践的性质.

关键词:

积极学习是积极学习.教师发展计划教师发展计划.教师的培训教师的培训.互动式教学教学互动式教学教学教学偏好教学偏好

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