通过逃生室活动增强对男性生殖生理学的参与和信心
Michael Cm Leung1, Claire Huang1, Joanne Caldwell Odgers1
1Department of Physiology, Monash University, Melbourne, Victoria, Australia.
Advances in physiology education
|March 2, 2026
概括
翻转学习 (FL) 逃生室研讨会显著提高了学生对男性生殖生理学的信心和参与. 这种创新的教学策略改善了所有学生的学习成果,特别是那些准备较差的学生.
科学领域:
- 生理学教育教育 物理学教育
- 高等教育教学的教学.
- 医学教育 医学教育
背景情况:
- 澳大利亚高等教育的学生参与度和出席率下降,需要创新的教学策略.
- 传统的以讲座为基础的方法可能无法充分培养积极的学习和对复杂主题的深入理解.
- 男性生殖生理学对学生的理解和参与提出了独特的挑战.
研究的目的:
- 评估翻转学习 (FL) 逃生室研讨会对学生参与度和信心的影响.
- 评估游戏化,叙事驱动的学习在生理学教育中的有效性.
- 为了确定FL逃生室是否可以提高不同程度准备的学生的学习成果.
主要方法:
- 一个翻转学习 (FL) 逃生室研讨会是为莫纳什大学的第二年生理学学生设计的.
- 研讨会前后的调查评估了学生的参与度,准备度和对男性生殖生理学的信心.
- 共有418名学生参与,其中333人完成了研讨会前和368人完成了研讨会后的调查.
主要成果:
- 学生报告高参与度 (平均值=90%) 与FL逃生室活动.
- 研讨会后的信心在所涵盖的所有生理学主题中显著改善.
- 在工作坊前准备程度较低的学生中观察到最大的信心增长 (55-118%的增长).
结论:
- 翻转学习与游戏化,叙事驱动的研讨会相结合,有效地提高了学生的参与度和信心.
- 逃生室格式培养了一个包容,协作和积极的学习环境.
- 这种方法显示了作为一个有吸引力和有效的生理学教育模式的承诺,使所有学习者受益.
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