生理学以学生为中心学习的设计、实施与评价

Shivayogappa S Teli, M. Senthilvelou, K. Soundariya, Deepika Velusami, S. Selvi, Mangani Mangalavalli
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引用次数: 1

摘要

背景:健康教育中的教学质量决定了医生的能力,并最终决定了患者的护理。意识到在本科阶段积极学习的必要性,课程改革对于确保学生在学习过程中发挥积极作用并吸收合格卫生专业人员的必备素质至关重要。本研究旨在在生理学课程中实施和评估基于案例的学习。方法:本研究采用混合方法研究设计,纳入150名MBBS一年级学生。在关于贫血的简短讲座之后,间隔一周进行了两次基于案例的学习。采用Likert量表5分的结构化问卷来收集学生的看法。问卷的内部一致性为0.8。教员的反馈意见是通过焦点小组讨论收集的。结果:在145名参与者中,117人提供了反馈。学生认为基于案例的学习方法促进了有意义的学习(83%);有助于未来知识的应用(81%);有助于更好地理解生理学概念(72%);改善师生关系(72%);对贫血主题的理解有效(71%);导致问题解决能力的发展(70%);鼓励团队合作(69%);自主学习动机(66%);提高了沟通技能(65%)。教员们建议为未来基于案例的学习课程制定一个评估计划。结论:根据学生和教师的反馈,基于案例的学习是一种有效、积极的教学工具,可以提高学生对基本概念的理解、临床知识、解决问题的能力、团队合作、沟通技能、师生关系和自主学习。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Design, Implementation and Evaluation of Student-centric learning in Physiology
Background: The quality of teaching and learning in health education determines the competency of doctors produced and ultimately the patient care. Realizing the necessity of active learning at the undergraduate level, curricular reforms are crucial to ensure that students play an active role in their learning process and absorb the prerequisite qualities of a competent health professional. The current study aimed to implement and evaluate case-based learning in a physiology curriculum. Methods: The study included 150 first-year MBBS students using a mixed methods research design. A short lecture on anemia was followed by two sessions of case-based learning with a gap of one week. A structured questionnaire usinga 5-point Likert scale was used to collect students’ perceptions. The internal consistency of the questionnaire had a Cronbach’s alpha of 0.8. Faculty feedback was collected using a Focus Group Discussion. Results: Of 145 participants, 117 provided feedback. Students perceived that the case-based learning method promoted meaningful learning (83%); helped in the future application of knowledge (81%);helped to understand physiology concepts better (72%); improved studentteacher relationships (72%); was effective in understanding the anemia topic (71%); led to the development of problem-solving abilities (70%); encouraged teamwork (69%); motivated selfdirected learning (66%); and improved communication skills (65%). Faculty members suggested developing an assessment plan for future case-based learning sessions. Conclusion: According to student and faculty feedback, case-based learning is an effective, active teaching-learning tool that improves students’ understanding of basic concepts, clinical knowledge, problem-solving abilities, teamwork, communication skills, student-teacher relationship, and self-directed learning.
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