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首页> 外文期刊>Journal of Clinical and Diagnostic Research >Experiential Learning in Epidemiology for Medical Undergraduates: A Mixed-Method Approach
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Experiential Learning in Epidemiology for Medical Undergraduates: A Mixed-Method Approach

机译：医学大学生流行病学的经验学习：一种混合方法

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Experiential learning assumes learning to be a continuous process and learner enters in the process according to his preferable learning style. Considering the complex nature of epidemiology and loss of interest in students due to age-old traditional lecturing, it has been only limited to complete the course by just memorising without getting insight into its utilisation in real life.Aim: To assess the effectiveness of teaching epidemiology using experiential learning method in developing interest, improved level of satisfaction and better competency in basic epidemiology among undergraduate students exposed to experiential learning than those exposed to traditional lecture.Materials and Methods: A mixed method design for an educational intervention consisting of a new teaching approach i.e., experiential learning was planned. After selection of topic, the module was prepared followed by an orientation to facilitators and student in new teaching methodology. The module was completed in 12 sessions, two hours per session. The students went through all the four stages of the Kolb cycle depending on the topic. Students were later given the Multiple Choice Questions (recall and higher order level) and satisfaction questionnaire and told to reflect on learning. Another batch was exposed to traditional lectures (20 hours) and given MCQ?s at the end. The learning outcome was assessed by nonparametric test i.e., Mann-Whitney U test. Satisfaction with new methodology was analysed by proportion.Results: Students developed an interest in learning epidemiology as depicted through their written reflections. All the students showed a high level of satisfaction. Student exposed to experiential learning scored much higher than those exposed to lecture more so on higher-order questions.Conclusion: Experiential education activities provide an effective alternative for teaching epidemiology to medical undergraduates.
机译：体验式学习假定学习是一个连续的过程，学习者根据其偏好的学习方式进入该过程。考虑到流行病学的复杂性以及由于古老的传统演讲而使学生失去兴趣的原因，只限于通过记忆而无法了解其在现实生活中的用途来完成该课程。目的：评估使用体验式学习方法进行流行病学教学的有效性，使受体验式学习的本科生比传统讲课的学生感兴趣，并提高了满意度，并提高了基本流行病学的能力。材料和方法：用于教育的混合方法设计计划采用新的教学方法（即体验式学习）进行干预。选择主题后，准备模块，然后在新的教学方法中对辅导员和学生进行介绍。该模块在12节课中完成，每节课两个小时。学生根据主题经历了科尔布循环的所有四个阶段。之后，向学生提供了多项选择题（回忆和更高级别的回答）和满意度问卷，并告诉他们对学习进行反思。另一批接受了传统讲座（20小时），并在最后接受了MCQ？学习结果通过非参数检验即Mann-Whitney U检验进行评估。通过比例分析了对新方法的满意度。结果：通过书面反思，学生对学习流行病学产生了兴趣。所有学生都表现出很高的满意度。体验式学习的学生在课堂上得分较高，因此在更高阶的问题上得分更高。结论：体验式教育活动为医学专业的学生提供了流行病学教学的有效选择。

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