在新的加速研究生入学兽医课程中实施基于案例的学习所带来的挑战:布里斯托尔体验
Emma Love1, Chloe Anderson1, Julie Dickson1
1Bristol Veterinary School, University of Bristol, Langford House, Langford, BS40 5DU, UK.
Journal of veterinary medical education
|January 26, 2026
概括
布里斯托尔兽医学院使用基于案例的学习 (CBL) 增强了其加速研究生入学计划 (AGEP). 关键发现为课程设计和对兽医教育的支持提供了信息.
科学领域:
- 兽医教育 兽医教育
- 课程开发 课程开发
- 教学创新 在教学创新.
背景情况:
- 布里斯托尔兽医学院于2019年推出了一项为期4年的加速研究生入学计划 (AGEP).
- 该计划利用小组,方便的七步基于案例的学习 (CBL),建立在以前整个班级的CBL经验.
- 这次过渡涉及到重大的课程变化和适应.
研究的目的:
- 总结管理新CBL格式课程变化的挑战.
- 介绍四个项目的结果,评估CBL实施的不同方面.
- 确定教师和学生在有效提供CBL方面的支持需求.
主要方法:
- 研究了物理和数字空间设计,以加强沟通.
- 评估与学生合作的基于案例的学习 (CBL).
- 确定教师和学生支持要求.
- 收集了学生对CBL经验的反思.
主要成果:
- 优化教学室布局和数字资源改善了学生的沟通和参与.
- 学生建议并参与团队建设活动,以促进群体凝聚力.
- 关键的挑战包括在COVID-19大流行期间公平分配工作负载和在线参与.
- 与学生的合作关系导致了未来课程开发的共同创建模型.
结论:
- 在兽医教育中实施基于案例的学习 (CBL) 需要注意物理/数字空间和学生支持.
- 应对工作负载和参与挑战至关重要,尤其是在转向在线学习时.
- 与学生共同创作的模式增强了课程开发和整体学习体验.
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