• 主题
高级搜索  >
历史搜索 清空历史
首页> 外文期刊>BMC Medical Education >Teaching anatomy using an active and engaging learning strategy
【24h】

Teaching anatomy using an active and engaging learning strategy

机译：使用积极主动的学习策略进行解剖学教学

获取原文
       
页面导航
  • 摘要
  • 著录项
  • 相似文献
  • 相关主题

摘要

Various evidence-based and student-centered strategies such as team-based learning (TBL), case-based learning (CBL), and flipped classroom have been recently applied to anatomy education and have shown to improve student engagement and interaction. These strategies shift the focus of teaching from knowledge transmission to knowledge construction by students and encourage the use of tasks. This study discusses the use of an active and engaging learning strategy to teach the musculoskeletal system to Year 1 MBBS students (Faculty of Medical Sciences, The University of the West Indies, Cave Hill, Barbados) and examines the correlation between assessment modalities and student performance. The “Active and Engaging Learning Strategy” was used to assess student learning in the form of oral presentations. Students had presentations on muscle attachments, muscle actions, blood and nerve supply, and applied anatomy of the limb musculature. Questions on the limbs (Locomotor System) were included in pre and post-presentation spotters, in-course assessments, and final examinations. Percentages, paired t-test, independent sample t-test, and zero-order correlations were performed to confirm the results for the different objectives of the study. The main modes of presentation chosen were poems (37.1%), followed by stories (21.2%), songs (11.4%), and skits (10.6%). The majority of students (84%) found the strategies beneficial and recommended such sessions for future cohorts (92%). Students achieved significantly better scores in post-presentation spotters (p??0.01) and the marks of in-course and final examinations also showed significant improvement (p??0.01). Our study highlighted that the active and engaging learning strategy can be used as an effective learning tool in anatomy. Students were proactive in preparing the muscle presentations by utilizing their own creativity, curiosity, and intelligence. Further studies should be conducted using randomized controlled trials to assess the effectiveness of various learning strategies which could open a new door to medical education.
机译：各种基于证据和以学生为中心的策略，例如基于团队的学习（TBL），基于案例的学习（CBL）和翻转课堂，最近已应用于解剖学教育，并显示出可以提高学生的参与度和互动性。这些策略将教学的重心从知识的传播转移到学生的知识建构，并鼓励任务的使用。这项研究讨论了使用积极主动的学习策略向MBBS 1年级学生（西印度群岛大学医学学院，巴巴多斯，卡巴德斯）教授肌肉骨骼系统的方法，并研究了评估方式与学生表现之间的相关性。 “积极主动的学习策略”以口头报告的形式评估学生的学习情况。学生们进行了有关肌肉附着，肌肉动作，血液和神经供应的演讲，并对肢体肌肉组织进行了解剖。演讲前和演讲后的检举员，进行中的评估以及最后的检查中都包含了有关肢体的问题（运动系统）。进行百分比，配对t检验，独立样本t检验和零级相关，以确认针对不同研究目的的结果。选择的主要表现方式是诗歌（37.1％），其次是故事（21.2％），歌曲（11.4％）和短剧（10.6％）。大多数学生（84％）认为该策略是有益的，并推荐此类课程用于将来的同类研究（92％）。学生在演讲后观察者上的得分显着提高（p 0.01），课程和期末考试的成绩也有显着提高（p <0.01）。我们的研究强调，积极参与的学习策略可以用作解剖学中的有效学习工具。学生会利用自己的创造力，好奇心和智慧主动准备肌肉演示。应使用随机对照试验进行进一步研究，以评估各种学习策略的有效性，这可能为医学教育打开新的大门。

著录项

相似文献

  • 外文文献
  • 中文文献
  • 专利
获取原文

客服邮箱：kefu@zhangqiaokeyan.com

京公网安备：11010802029741号 ICP备案号：京ICP备15016152号-6 六维联合信息科技 (北京) 有限公司©版权所有

  • 客服微信

  • 服务号