The use of role-play in the learning of medical terminology for online and face-to-face courses.

IF 1.7 4区 教育学 Q2 EDUCATION, SCIENTIFIC DISCIPLINES
Advances in Physiology Education Pub Date : 2024-09-01 Epub Date: 2024-06-06 DOI:10.1152/advan.00273.2023
Brenda L M Del Moral, Cinnamon L VanPutte, Barbara A McCracken
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引用次数: 0

Abstract

Student engagement while learning a new, unfamiliar vocabulary is challenging in health science courses. A group role-play activity was created to teach students medical terminology and learn why its correct usage is important. This activity brought engagement and relevance to a topic traditionally taught through lecture and rote memorization and led to the development of an undergraduate and a stand-alone introductory course to teach students medical terminology. The undergraduate course was designed to be a fully online medical terminology course for health science students and a face-to-face course for first-year dental students founded in active learning and group work. The course's centerpiece learning activity focused on using published case studies with role-play. In this group activity, students are challenged to interpret a published patient case study as one of the members of a healthcare team. This course models the group work inherent in modern health care to practice building community and practicing professional skills. This approach gives students the capacity to work asynchronously in a team-based approach using our learning management system's wiki tool and requires students to take responsibility for their learning and group dynamics. Students practice identification, writing, analyzing, and speaking medical terms while rotating through the roles. Students in both classes self-reported a 92% to 99% strong or somewhat agreement using a five-point Likert scale that the course pedagogy was valued and helpful in their learning of medical terminology. Overall, this method has proven to be an engaging way for students to learn medical terminology.NEW & NOTEWORTHY Role-play can engage students and encourage learning in identification, pronouncing, writing, and understanding medical terminology in multiple course formats.

在在线和面对面课程的医学术语学习中使用角色扮演。
在健康科学课程中,学生在学习陌生的新词汇时的参与度很高。我们设计了一个小组角色扮演活动,向学生传授医学术语,让他们了解正确使用这些术语的重要性。这一活动为传统上通过讲课和死记硬背教授的课题带来了参与性和相关性,并促成了本科和独立入门课程的开发,以教授学生医学术语。本科课程是为健康科学专业的学生设计的一门完全在线的医学术语课程,同时也是为口腔医学专业一年级学生设计的一门以主动学习和小组合作为基础的面授课程。课程的核心学习活动侧重于使用已出版的案例研究和角色扮演。在这一小组活动中,学生们面临的挑战是以医疗团队成员之一的身份解读已发表的患者病例研究。本课程以现代医疗保健中固有的小组工作为模型,练习建立社区和练习专业技能。这种方法使学生能够使用我们学习管理系统的维基工具,以团队方式异步工作,并要求学生对自己的学习和小组动态负责。学生在轮流扮演角色的过程中练习识别、书写、分析和说出医学术语。两个班级的学生通过使用 5 点李克特量表进行自我报告,92% 到 99% 的学生表示 "非常同意 "或 "比较同意 "课程教学法,认为该教学法对他们学习医学术语很有价值和帮助。总之,这种方法对学生学习医学术语很有吸引力。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
CiteScore
3.40
自引率
19.00%
发文量
100
审稿时长
>12 weeks
期刊介绍: Advances in Physiology Education promotes and disseminates educational scholarship in order to enhance teaching and learning of physiology, neuroscience and pathophysiology. The journal publishes peer-reviewed descriptions of innovations that improve teaching in the classroom and laboratory, essays on education, and review articles based on our current understanding of physiological mechanisms. Submissions that evaluate new technologies for teaching and research, and educational pedagogy, are especially welcome. The audience for the journal includes educators at all levels: K–12, undergraduate, graduate, and professional programs.
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