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首页> 外文期刊>Advances in physiology education >Multistation exercises: a combination of problem-based learning and team-based learning instructional design for large-enrollment classes
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Multistation exercises: a combination of problem-based learning and team-based learning instructional design for large-enrollment classes

机译：多站练习：针对大型入学班级的基于问题的学习和基于团队的学习教学设计的结合

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To introduce active learning session for a large group of 250 students, we combined the strengths of problem-based learning and team-based learning to promote a structured active learning strategy with less faculty involvement. For the implementation of this strategy, a case on anemia was selected based on the module already covered in classes. Structured exercises were preplanned on six different concepts that a student should possess for solving the problem. The large group of 250 students was divided into groups of 41 or 42 each. The groups were facilitated by one faculty member for one structured exercise. At the station, the group of 41 or 42 was further broken down into 6 smaller groups comprising 7 students each. After completion of the exercise, students cycled to the next exercise station facilitated by another faculty member. The case was solved in a plenary session. The effectiveness of the method was assessed by comparing the academic performance of the group with other similar groups from the previous year. The intervention group performed significantly better than the nonintervention group on the related item. Quartile subanalysis found that the effect was present in the performance of average and higher quartile groups, but not in the lower quartile group.
机译：为了向250名学生组成的小组介绍主动学习课程，我们结合了基于问题的学习和基于团队的学习的优势，以促进教师参与较少的结构化主动学习策略。为了实施该策略，根据班级中已经涵盖的模块选择了一个贫血病例。针对学生解决问题应具备的六个不同概念进行了预先计划的结构化练习。 250名学生组成的大团体被分成41人或42人一组。一组教师为小组进行了一次结构化练习。在车站，由41个或42个小组进一步细分为6个较小的小组，每个小组有7名学生。练习结束后，学生们在另一位教师的协助下骑行到下一个练习站。该案在全体会议上得到解决。通过比较该小组与上一年其他同类小组的学习成绩，评估了该方法的有效性。干预组在相关项目上的表现明显优于非干预组。四分位数的亚分析发现，这种影响存在于中等和较高四分位数组的表现中，但不存在于较低四分位数组中。

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