解决关于抗菌素耐药性的本科生误解:对学生推理和社区参与的两阶段研究
Kyle S Schutz1,2, Andrea Gaccetta1, Sandhya Krishnan1
1Department of Ecology and Evolutionary Biology, University of Colorado, Boulder, Colorado, USA.
Journal of microbiology & biology education
|December 31, 2025
概括
基于社区的学习 (CBL) 有效地解决了本科生对抗菌素耐药性 (AMR) 的误解. 这种方法增强了学生的理解,并促进了课堂之外的现实世界公共卫生行动.
科学领域:
- 微生物学教育 微生物学教育
- 公共卫生教学的教学.
- 抗微生物耐药性 (AMR) 教育 教育
背景情况:
- 关于抗菌素耐药性 (AMR) 的广泛的本科生误解存在于COVID-19大流行之前.
- 有限的研究已经重新评估了学生对抗药性耐药性的理解,或提供了流行后的教育策略.
- 现有的教学方法需要重新审视,以解决持续存在的抗药性误解.
研究的目的:
- 评估本科生对抗菌素耐药性 (AMR) 的概念.
- 评估两种教学策略的有效性:基于调查的学习和基于社区的学习 (CBL).
- 为了确定哪种策略最好地为学生准备在学术环境之外解决AMR误解.
主要方法:
- 利用适应的认知构造框架来评估本科生对抗菌素的理解.
- 实施并比较了两种以学生为中心的教学方法:基于调查的学习和基于社区的学习 (CBL).
- 干预后对概念理解的改善和与抗药物耐药性误解接触的可能性的测量.
主要成果:
- 基于调查的学习和基于社区的学习 (CBL) 都显著改善了学生对AMR的概念理解.
- 基于社区的学习 (CBL) 显示,学生在课堂之外对抗药物耐药性误解的参与略有增加.
- CBL提高了学生的参与度,并培养了对解决公共卫生问题的更大责任感.
结论:
- 对微生物学课程进行上下文化,使其具有个人意义,特别是通过CBL,对于有效的抗菌素抵抗教育至关重要.
- 基于社区的学习 (CBL) 促进学生在公共卫生方面更深入的参与和主动感.
- 调查结果为未来的科学教育研究提供了信息,以及COVID-19对学生观点的持久影响.
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