基于参与的学术成绩是由高成绩的学生和低成绩的学生的脱离驱动的
Michael J Conway1, Rosemary Poku1
1Foundational Sciences, Central Michigan University, College of Medicine, Mt. Pleasant, MI 48859 USA.
Medical science educator
|March 9, 2026
概括
学生参与可选测试的参与度因绩效水平而异. 虽然参与往往与更好的成绩相关,但表现较差的学生更多地脱离参与,这表明参与策略的各种好处.
科学领域:
- 医学教育 医学教育
- 学生的参与 学生的参与
- 学术表现 学术表现 学术表现
背景情况:
- 医学教育中的被动学习方法可能导致知识保留率较低.
- 医学学生往往有选择脱离非强制性学习活动.
- 了解学生参与模式对于优化教育策略至关重要.
研究的目的:
- 调查学生参与度与临床前医学学生学业表现之间的关联.
- 为了比较高和低表现的学生之间的参与水平和学术成果.
- 评估可选的培养性测试对学生学习的影响.
主要方法:
- 利用来自可选的每周形成性测试 (TopHat) 的参与数据作为行为参与的代理.
- 收集了来自3个医学学生队伍的2,073个参与实例的数据.
- 使用非参数的斯皮尔曼相关性和韦尔奇的t测试来分析参与-绩效关系和群体差异.
主要成果:
- 无论是高绩效的学生还是低绩效的学生,都显示出了随着时间的推移与测试脱离的趋势,而表现较差的学生则以更高的速度脱离了测试.
- 学生参加测试通常与更高的考试成绩有关,主要受到表现较差学生的脱离模式的影响.
- 高绩效的学生表现出了参与测验的学术效益.
结论:
- 参与策略可能会为高表现与低表现的医学学生带来差异性的好处.
- 有针对性的干预措施可能是必要的,以维持所有学生群体的参与.
- 进一步的研究应该探索影响被动学习环境中脱离参与的因素.
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