Brenda L M Del Moral, Cinnamon L VanPutte, Barbara A McCracken
{"title":"在在线和面对面课程的医学术语学习中使用角色扮演。","authors":"Brenda L M Del Moral, Cinnamon L VanPutte, Barbara A McCracken","doi":"10.1152/advan.00273.2023","DOIUrl":null,"url":null,"abstract":"<p><p>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.<b>NEW & NOTEWORTHY</b> Role-play can engage students and encourage learning in identification, pronouncing, writing, and understanding medical terminology in multiple course formats.</p>","PeriodicalId":50852,"journal":{"name":"Advances in Physiology Education","volume":null,"pages":null},"PeriodicalIF":1.7000,"publicationDate":"2024-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"The use of role-play in the learning of medical terminology for online and face-to-face courses.\",\"authors\":\"Brenda L M Del Moral, Cinnamon L VanPutte, Barbara A McCracken\",\"doi\":\"10.1152/advan.00273.2023\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p><p>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.<b>NEW & NOTEWORTHY</b> Role-play can engage students and encourage learning in identification, pronouncing, writing, and understanding medical terminology in multiple course formats.</p>\",\"PeriodicalId\":50852,\"journal\":{\"name\":\"Advances in Physiology Education\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":1.7000,\"publicationDate\":\"2024-09-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Advances in Physiology Education\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://doi.org/10.1152/advan.00273.2023\",\"RegionNum\":4,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"2024/6/6 0:00:00\",\"PubModel\":\"Epub\",\"JCR\":\"Q2\",\"JCRName\":\"EDUCATION, SCIENTIFIC DISCIPLINES\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Advances in Physiology Education","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1152/advan.00273.2023","RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"2024/6/6 0:00:00","PubModel":"Epub","JCR":"Q2","JCRName":"EDUCATION, SCIENTIFIC DISCIPLINES","Score":null,"Total":0}
The use of role-play in the learning of medical terminology for online and face-to-face courses.
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.
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.