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首页> 外文期刊>Advances in physiology education >An explorative vs. traditional practical course: how to inspire scientific thinking in medical students
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An explorative vs. traditional practical course: how to inspire scientific thinking in medical students

机译：探索性课程与传统实践课程：如何激发医学生的科学思维

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Recently, medical students’ scientific thinking skills have been identified as an important issue in medical education. Scientific thinking cannot be imparted in conventional lectures, but rather requires actively involving students. We modified a practical course in physiology. A study was designed to test whether the new course fosters scientific thinking without impairing the transfer of physiological knowledge. The study group consisted of 226 first-year medical students at the Medical Faculty Mannheim of Heidelberg University. Written consent to participate in the study was obtained from all participants. The group was then randomly divided into two groups (traditional vs. modified course). The subject of both courses was a laboratory experiment in skeletal muscle physiology. In the traditional course, the students addressed topics already presented in lectures. In the modified course, students dealt with the same topics as in the traditional course, but the experiment was expanded to include one issue not taught before. When working on this issue, the students were instructed in scientific thinking. All participants filled out a questionnaire with 15 multiple-choice questions addressing the physiological subject matter and four open-ended questions addressing the criteria of scientific methodology. Physiological knowledge in both groups did not differ [F(1)?=?2.08, P = 0.15]. Scores in scientific thinking in the modified course were higher (mean?=?4.20, SD =?1.89) than in the traditional course (mean?=?2.04, SD =?1.91) with F(1)?=?70.69, P 0.001, η2?=?0.24 (large effect). Our study demonstrates that small adjustments to courses in medical education can promote scientific thinking without impairing knowledge transfer.
机译：最近，医学生的科学思维能力已被确定为医学教育中的重要问题。在常规讲座中不能传授科学思维，而是需要学生积极参与。我们修改了生理学的实践课程。设计了一项研究，以测试新课程是否在不损害生理知识转移的情况下促进科学思维。该研究小组由海德堡大学曼海姆医学院的226名一年级医学生组成。从所有参与者处获得参与研究的书面同意。然后将该组随机分为两组（传统与改良课程）。这两个课程的主题都是骨骼肌生理学的实验室实验。在传统课程中，学生讲授演讲中已经介绍过的主题。在修改后的课程中，学生处理与传统课程相同的主题，但是实验进行了扩展，以包含一个以前未讲过的问题。在处理此问题时，向学生进行了科学思维指导。所有参与者填写了一个问卷，问卷中有15个针对生理主题的多项选择题和4个针对科学方法论标准的开放式问题。两组的生理学知识没有差异[F（1）≤2.08，P = 0.15]。在F（1）？=？70.69，P的情况下，修改后的课程中科学思维的得分（平均值？=？4.20，SD =？1.89）比传统课程中的得分（平均值？=？2.04，SD =？1.91）要高。 ＜0.001，η2≤0.24（效果大）。我们的研究表明，对医学教育课程进行少量调整可以促进科学思维，而不会损害知识转移。

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