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首页> 美国卫生研究院文献>The Journal of Pharmacy Technology : jPT : Official Publication of the Association of Pharmacy Technicians >Analysis of Pharmacy Student Perceptions and Attitudes Toward Web 2.0Tools for Educational Purposes
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Analysis of Pharmacy Student Perceptions and Attitudes Toward Web 2.0Tools for Educational Purposes

机译：药学专业学生对Web 2.0的认知和态度分析教育目的工具

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>Background: The use of Wikis, blogs, and podcasts can engage students in collaborative learning, allow peer feedback, and enhance reflective learning. However, no survey to date has been performed across all professional years of pharmacy students in order to obtain a comprehensive overview of student perceptions. >Objectives: To identify the familiarity of pharmacy students with Web 2.0 resources available for medical education, and what barriers exist. >Methods: This study surveyed students enrolled in the professional program of a US-accredited pharmacy school to assess their knowledge and current use of available online resources and attitudes toward the use of Web 2.0 technologies for educational purposes. >Results: Of the 836 surveys distributed, 293 were collected and analyzed (35.0% response rate). Students reported using the following Web 2.0 technologies in the didactic and experiential settings, respectively: Wikipedia (88%, 70%), YouTube (87%, 41%), Khan Academy (40%, 5%), and medical or scientific blogs (25%, 38%). Although these technologies were more commonly used in the classroom, students agreed or strongly agreed such resources should be used more often in both the didactic (n = 187, 64%) and experiential settings (n = 172, 59%). The barriersassociated with the use of Web 2.0 in both the didactic and experientialsettings that were ranked highest among students included accuracy and qualityof information and lack of familiarity among faculty members and preceptors.>Conclusion: Pharmacy students across all professional yearsactively use Web 2.0 tools for educational purposes and believe thatopportunities exist to expand use of such technologies within the didactic andexperiential settings.
机译：>背景：Wiki，博客和播客的使用可以使学生参与协作学习，提供同伴反馈并增强反思性学习。但是，迄今为止，尚未对药学专业的所有专业年份进行调查，以获取对学生认知的全面概述。 >目标：确定药学学生对可用于医学教育的Web 2.0资源的熟悉程度以及存在的障碍。 >方法：该研究调查了参加美国授权药房学校专业课程的学生，以评估他们的知识和对可用在线资源的当前使用以及对出于教育目的使用Web 2.0技术的态度。 >结果：在分发的836个调查中，收集并分析了293个（35.0％的答复率）。学生报告说在教学和体验设置中分别使用了以下Web 2.0技术：维基百科（88％，70％），YouTube（87％，41％），可汗学院（40％，5％），以及医学或科学博客（25％，38％）。尽管这些技术在课堂上更常用，但学生同意或强烈同意，应在教学法（n = 187，64％）和体验式环境（n = 172，59％）中更频繁地使用这些资源。障碍在教学和体验上都与Web 2.0的使用相关在学生中排名最高的设置包括准确性和质量信息以及教职员工和教职员工之间不熟悉。>结论：所有专业年份的药学专业学生积极地将Web 2.0工具用于教育目的，并相信存在在教学方法和方法中扩大使用此类技术的机会。体验设置。

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