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促进互动医学教育:通过通用设计的学习框架,整合Web 2.0工具
Esin Ergonul1, Sibel Buyukcoban2
1Dokuz Eylul University, Izmir, Turkey.
医疗教育工作者在接受"通用学习设计" (UDL) 和Web 2.0工具培训后增加了技术使用. 实践培训和机构支持对于有效的数字教学融合至关重要.
科学领域:
- 医学教育 医学教育
- 教育技术的教育技术
- 数字教学数字教学.
背景情况:
- 有效的技术整合对于包容性和吸引力的学习环境至关重要.
- 医学教育需要创新的方法来整合技术.
- 全面设计学习 (UDL) 原则为可访问的教育技术提供了一个框架.
研究的目的:
- 评估一个专注于UDL原则和Web 2.0工具的体验式教师发展计划.
- 评估该计划对医疗教育工作者技术整合的影响.
- 确定影响医疗教育采用技术的因素和技术使用障碍.
主要方法:
- 在2020年至2022年期间,262名医学教师的队列参加了该计划.
- 数据收集是在培训后两个月使用调查和重点小组进行的.
- 这项研究考察了基于UDL的培训对采用Web 2.0工具的影响.
主要成果:
- 在使用不熟悉的数字工具,如谷歌表单 (50%) 和Wooclap (29.5%) 显著增加.
- 教学上的好处,如易用性,提高学生参与度和包容性推动了工具的采用.
- 主要障碍包括时间限制和技术支持不足.
结论:
- 在数字教学中,以实践为基础的实践培训非常有价值.
- 机构支持对于维持医疗教育中的技术整合至关重要.
- 解决时间和技术支持等障碍可以促进更广泛地采用教育技术.
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