交互式学习对象解决基础医学教学中的挑战

IF 0.4 Q4 HEALTH CARE SCIENCES & SERVICES
L. Keiller, PhD A Alblas, MSc BSc Hons, PhD J R Foiret, A. V. Keiller
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引用次数: 0

摘要

背景作为任何卫生专业课程的核心组成部分,基础医学模块有助于学习生物学、解剖学、组织学和生理学内容。为了应对班级规模和高等教育准备不足的挑战,互动学习对象可以促进学习,并加强讲师和学生之间的互动。客观的确定在基础医学一年级模块中使用学习对象是否是增强学生学习体验的有效工具。方法。采用了混合数据收集方法的案例研究设计。参与者为本研究提供了知情同意书。学习对象被纳入南非斯泰伦博斯大学医学与健康科学学院一年级的基础医学模块。使用统计数据和评估结果之间的相关性分析被用来确定这种干预的学术有效性。专题网络分析确定了干预的障碍和促成因素。后果在三个教程中的两个教程中,学生对学习对象的尝试与较高的评估结果相关。技术困难、时间安排和评估形式是使用学习对象进行学习的障碍。促进学习的因素包括学生享受、促进对核心概念的理解、适应新的学习方式和形成性评估。模块团队通过本研究中从学生那里收集的定性数据,获得了关于构建的学习环境的宝贵反馈。结论互动学习对象是在大型、多样化的卫生专业一年级教育课程中促进学习的有用和有效的工具。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Interactive learning objects as a solution to challenges in basic medical science teaching
Background. As a core component of any health professions curriculum, basic medical science modules facilitate learning of biology, anatomy, histology and physiology content. To redress the challenges of class size and poor tertiary education readiness, interactive learning objects could facilitate learning and enhance engagement between lecturers and students.Objective. To determine whether the use of learning objects in a basic medical science first-year module is an effective tool for enhancing the student learning experience. Methods. A case study research design with mixed methods of data collection was used. Participants provided informed consent for this study. Learning objects were incorporated into a basic medical sciences first-year module in the Faculty of Medicine and Health Sciences, Stellenbosch University, South Africa. A correlation analysis between usage statistics and assessment results was used to determine the academic effectiveness of this intervention. A thematic network analysis identified the barriers and enablers of the intervention. Results. Student attempts at learning objects correlated with a higher assessment outcome for two of the three tutorials. Technical difficulties, timing and assessment format were barriers to learning with the use of learning objects. Enablers to learning included student enjoyment, facilitating understanding of core concepts, adaptation to new ways of learning and formative assessment. The module team received valuable feedback on the constructed learning environment through the qualitative data collected from students within this study. Conclusion. Interactive learning objects are useful and effective tools for facilitating learning in the context of large, diverse first-year health professions education classes.
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来源期刊
African Journal of Health Professions Education
African Journal of Health Professions Education HEALTH CARE SCIENCES & SERVICES-
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发文量
18
审稿时长
24 weeks
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