Enhancing the learning experience by empowering medical students to co-create learning tools and classroom activities.

IF 1.6 Q2 EDUCATION, SCIENTIFIC DISCIPLINES International Journal of Medical Education Pub Date : 2024-10-17 DOI:10.5116/ijme.6702.4d43
Parama Chaipackdee, Thanakrit Tanjararak, Parit Prechachaisurat, Bhranai Sammatat, Patomthan Marknui, Chalinee Monsereenusorn, Chanchai Traivaree, Wittawat Chantkran, Pasra Arnutti, Thammanoon Srisaarn, Ram Rangsin, Mathirut Mungthin, Dusit Staworn, Piya Rujkijyanont
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Abstract

Objectives: This study aimed to enhance the learning experience among medical students by empowering them to co-create learning tools and classroom activities.

Methods: A cross-sectional study was conducted with 10 participants from Year 2 of the new curriculum volunteering to participate in this study. Five were selected based on their diversities and empowered to design learning tools and class activities. Student satisfaction was presented as mean scores. A comparison of self-confidence scores in subjects learned before and after the class was analyzed using the paired t-test. Comparisons of multiple-choice question (MCQ) scores before and after the class between Years 2 (n = 96) and Year 3 of the previous curriculum attending inclass teaching (n = 98) were analyzed using the independent sample t-test.

Results: A high level of satisfaction (M=87.5, SD=15.7%) and significant improvements in student self-confidence in subjects learned between before (M=46.4, SD=20.8%) and after (M=82.7, SD=16.9%) the class were noted (t (223) = -23.73, p<.001). Additionally, Year 2 students achieved significantly higher MCQ scores after the class (M=85.6, SD=19.0%) compared with the scores from Year 3 (M=77.3, SD=23.6%) (t (190) = 3.32, p<.001).

Conclusions: Empowering medical students to co-create learning tools and class activities could positively enhance their learning experience. The result of this study addressed the importance of student empowerment with well-designed student-centered learning strategies based on their learning environment. Additional qualitative research is required to better understanding the "why" and "how" behind the findings of this study.

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增强医学生共同创建学习工具和课堂活动的能力,从而提升学习体验。
研究目的本研究旨在通过增强医学生共同创建学习工具和课堂活动的能力,提升他们的学习体验:我们进行了一项横断面研究,10 名来自新课程二年级的学生自愿参与了这项研究。根据他们的多样性选择了五名参与者,并授权他们设计学习工具和课堂活动。学生满意度以平均分表示。使用配对 t 检验分析了上课前后所学科目自信心得分的比较。使用独立样本 t 检验分析了二年级(n = 96)和三年级(n = 98)的选择题(MCQ)得分在上课前后的比较:结果:学生的满意度很高(M=87.5,SD=15.7%),学生对所学科目的自信心在课前(M=46.4,SD=20.8%)和课后(M=82.7,SD=16.9%)有显著提高(t(223)=-23.73,p(190)=3.32,p结论:赋予医学生共同创造学习工具和课堂活动的权力,可以积极提升他们的学习体验。本研究的结果表明,根据学生的学习环境,采用精心设计的以学生为中心的学习策略来增强学生的能力非常重要。要更好地理解本研究结果背后的 "原因 "和 "方法",还需要进行更多的定性研究。
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来源期刊
International Journal of Medical Education
International Journal of Medical Education EDUCATION, SCIENTIFIC DISCIPLINES-
CiteScore
3.90
自引率
3.20%
发文量
38
期刊最新文献
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