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Enhancing student learning with flipped teaching and retrieval practice integration. 翻转教学与检索实践相结合促进学生学习。
IF 1.7 4区 教育学 Q2 EDUCATION, SCIENTIFIC DISCIPLINES Pub Date : 2025-03-01 Epub Date: 2024-12-06 DOI: 10.1152/advan.00080.2024
Chaya Gopalan

Flipped teaching (FT) is an instructional approach centered around students, displacing traditional lectures from the classroom to make room for active learning. Retrieval practice can enhance content recall. This study investigated the effectiveness of lecture-style teaching (TT), FT, and a combination of retrieval practice with FT (FTR) in a physiology course over four consecutive semesters. Student performance in the FT (92.78 ± 3.93) and FTR (92.98 ± 3.73) methods surpassed that of the TT method (89.28 ± 4.67; P < 0.01), with a notable correlation between science grade point averages and the instructional methods employed (P < 0.01). Analysis of the impact of teaching methods on different segments of the class revealed higher scores for both upper and lower halves in the FT (95.78 ± 1.85 Upper; 89.52 ± 2.79 Lower) and FTR (95.95 ± 1.48 Upper; 89.89 ± 2.68 Lower) compared to the TT group (92.44 ± 1.76 Upper; 85.85 ± 4.43 Lower; P < 0.0001). The gender-based evaluation indicated similar performance between male and female students across the teaching methods tested. Although survey data suggested a preference for TT (100%) over FT (58%) or FTR (85%), student performance contradicted this preference. These findings underscore the effectiveness of FT and FTR methods compared to traditional instructional modalities, with male and female students responding similarly to the teaching approaches. Despite student preferences favoring TT, actual performance indicates that FT and FTR methods enhance student learning outcomes.NEW & NOTEWORTHY Flipped teaching (FT) actively engages students and promotes information retrieval. This study compared FT and traditional teaching (TT) in a graduate physiology course, showing better student outcomes with FT and FT plus retrieval practice (FTR). Gender had no impact: both male and female students performed equally well. Although students preferred TT, they learned better with FT and FTR. This suggests FT and FTR are more effective than traditional lectures.

翻转教学(FT)是一种以学生为中心的教学方法,取代了课堂上的传统讲座,为主动学习腾出空间。检索练习可以增强内容回忆。本研究在连续四个学期的生理学课程中,探讨了授课式教学(TT)、记忆记忆练习(FT)以及检索练习与记忆记忆练习(FTR)相结合的有效性。FT法(92.78p±3.93)和FTR法(92.98p±3.73)优于TT法(89.28p±4.67);p
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引用次数: 0
Illegitimate publishers in physiology: attracting citations and infiltration into legitimate databases. 生理学》的非法出版商:吸引引文并渗入合法数据库。
IF 1.7 4区 教育学 Q2 EDUCATION, SCIENTIFIC DISCIPLINES Pub Date : 2025-03-01 Epub Date: 2024-11-21 DOI: 10.1152/advan.00162.2024
Owen W Tomlinson

An increase in scholarly publishing has been accompanied by a proliferation of potentially illegitimate publishers (PIPs), commonly known as "predatory publishers." These PIPs often engage in fraudulent practices and publish articles that are not subject to the same scrutiny as those published in journals from legitimate publishers (LPs). This places academics at risk, in particular students who utilize journal articles for learning and assignments. This analysis sought to characterize PIPs in physiology, as this has yet to be determined, and identify overlaps in lists of PIPs and LPs used to provide guidance on legitimacy of journals. Searching seven databases (2 of PIPs and 5 of LPs), this analysis identified 67 potentially illegitimate journals (PIJs) that explicitly include "physiology" in their titles, with 8,801 articles being published in them. Of these articles, 39% claimed to be indexed in Google Scholar, and 9% were available on PubMed. This resulted in 17 publications "infiltrating" PubMed and attracting >100 citations in the process. Overlap between lists of PIPs and LPs was present, with eight PIJs occurring in both LP and PIP lists. Two of these journals appeared to be "phishing" journals, and six were genuine infiltrations into established databases, indicating that LP lists cannot be solely relied on as proof a journal is legitimate. This analysis indicates that physiology is not immune to the threat of PIPs and that future work is required by educators to ensure students do not fall prey to their use.NEW & NOTEWORTHY Illegitimate publishing exists in physiology, with 8,801 articles being published in 67 potentially illegitimate journals. Potentially illegitimate journals claim to be indexed by databases such as Google Scholar and Index Copernicus in an attempt to appear legitimate. Lists of legitimate and illegitimate publishers show overlap and some illegitimate articles infiltrate PubMed Central, leading to citations from the wider academic sector.

随着学术出版业的发展,潜在的非法出版商(PIP)(俗称 "掠夺性出版商")也在激增。这些 PIP 通常采用欺诈手段,发表的文章与合法出版商(LP)在期刊上发表的文章不受同样的审查。这给学术界带来了风险,尤其是给利用期刊论文进行学习和作业的学生带来了风险。由于生理学中的 PIP 尚待确定,本分析试图描述 PIP 的特征,并找出用于指导期刊合法性的 PIP 和 LP 列表中的重叠之处。通过检索 7 个数据库(2 个 PIP 数据库和 5 个 LP 数据库),本分析发现了 67 种标题中明确包含 "生理学 "的潜在非法期刊 (PIJ),这些期刊共发表了 8801 篇文章。在这些文章中,39% 声称被 GoogleScholar 索引,9% 可在 PubMed 上查阅。结果有 17 篇文章 "渗入 "了 PubMed,并在此过程中吸引了超过 100 次的引用。PIP 和 LP 列表之间存在重叠,有 8 种 PIJ 同时出现在 LP 和 PIP 列表中。其中两份期刊似乎是 "网络钓鱼 "期刊,六份是真正渗入已建立数据库的期刊;这表明不能完全依赖 LP 列表来证明期刊的合法性。这项分析表明,生理学也不能幸免于 PIP 的威胁,教育工作者需要在今后开展工作,确保学生不会成为使用 PIP 的受害者。
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引用次数: 0
Modified interteaching sessions as application-based examinations reduce student exam stress in an upper-level pathophysiology class. 在高年级病理生理学课堂上,修改后的教学间歇作为应用型考试,减轻了学生的考试压力。
IF 1.7 4区 教育学 Q2 EDUCATION, SCIENTIFIC DISCIPLINES Pub Date : 2025-03-01 Epub Date: 2024-11-07 DOI: 10.1152/advan.00108.2024
Jesse D Moreira-Bouchard, Lisa M Roberts

Testing is a highly important tool, used ubiquitously in academia, to assess student comprehension and understanding of material. Unfortunately, the emphasis placed on test grades has resulted in a modern epidemic of test-related anxiety, which can have adverse health effects on students. Over time, novel testing strategies have been developed to more precisely assess individual skills such as remembering, analyzing, and synthesizing. Yet, there exist few strategies that were also developed to simultaneously reduce stress in the testing environment. We posit here a teaching innovation whereby we modified the classic interteaching session developed in the social sciences to serve as a stress-reduction testing format that also builds student communication and critical thinking skills in an upper-level pathophysiology course. After implementing this novel testing approach, we anonymously surveyed the students in the class to understand how the testing format affected their self-perceived stress levels and their self-perceived learning and to identify their testing preferences. Of 28 students, 12 responded (43%). Our survey data highlight that students largely preferred partnered, open-response, case-based exams to multiple-choice exams. Moreover, students perceived themselves as having lower test-related stress when taking partnered, open-response, case-based exams, as well as a strong overall agreement that partnered, open-response, case-based exams enhanced their learning. We posit this application of modified interteaching can be employed in upper-level physiology or pathophysiology courses as a stress-reduction testing strategy.NEW & NOTEWORTHY We have identified an approach to testing in pathophysiology that can simultaneously enhance student learning while reducing test-related stress. In our study, students ubiquitously agreed that open-response, partnered, case-based exams were preferable to multiple-choice exams and that their stress levels were lower while learning was enhanced as a function of this testing strategy.

考试是一种非常重要的工具,在学术界普遍使用,用来评估学生对教材的理解和掌握程度。不幸的是,对考试成绩的重视导致与考试有关的焦虑症在现代流行,这可能会对学生的健康造成不良影响。随着时间的推移,人们开发出了新颖的测试策略,以更精确地评估记忆、分析和综合等个人技能。然而,能同时减轻考试环境压力的策略却少之又少。我们在这里提出了一项教学创新,即我们修改了在社会科学领域开发的经典教学环节,将其作为一种减压测试形式,同时在高年级病理生理学课程中培养学生的交流和批判性思维能力。实施这种新颖的测试方法后,我们对班上的学生进行了匿名调查,以了解这种测试形式对他们自我感觉的压力水平、自我感觉的学习效果有何影响,并确定他们对测试的偏好。在 28 名学生中,有 12 名(43%)做出了回应。我们的调查数据显示,与选择题考试相比,学生们更喜欢合作式、开放式、基于案例的考试。此外,学生认为自己在参加合作式、开放式、基于案例的考试时,与考试相关的压力较小,而且总体上非常认同合作式、开放式、基于案例的考试能促进他们的学习。我们认为,在高年级生理学或病理生理学课程中,可以采用这种改良的互教应用作为减轻考试压力的策略。
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引用次数: 0
Improving student learning outcomes and perception through a blended learning strategy based on virtual microscopy for teaching a histology laboratory course. 在组织学实验课程教学中采用基于虚拟显微镜的混合学习策略,提高学生的学习成果和感知能力。
IF 1.7 4区 教育学 Q2 EDUCATION, SCIENTIFIC DISCIPLINES Pub Date : 2025-03-01 Epub Date: 2024-11-21 DOI: 10.1152/advan.00058.2024
Yanmin Zhang, Chunyang Li, Chan Zhou

While light microscopy (LM) and virtual microscopy (VM) are valuable pedagogical approaches in histology education, studies comparing their effectiveness have primarily emanated from North America. This research aimed to compare the performance, satisfaction, and perception of Chinese undergraduate dental students enrolled in a histology laboratory course using a blended learning approach (LM + VM) versus traditional LM learning. A total of 182 first-year students were divided into two groups with similar age, gender, and academic backgrounds. The LM + VM group received a blended learning curriculum combining LM and VM, while the LM-only group participated in traditional LM-based learning. The students in the blended learning group achieved a significantly higher mean score on the laboratory exam than the students in the traditional learning group [LM + VM 79.36 ± 10.11 vs. LM-only 74.76 ± 14.71; degrees of freedom (df) = 180, P = 0.01]. Additionally, the LM + VM group had a lower failure rate [i.e., grade F for students scoring below 60; 3.23% (LM + VM) vs. 13.48% (LM-only), P = 0.02]. The implementation of VM was well received by students in the LM + VM group, who, while disagreeing that VM could entirely replace LM, overwhelmingly preferred the blended learning model (93.55%). Furthermore, students in the LM + VM group reported higher satisfaction levels compared to the LM-only group (t = 8.49, df = 180, P < 0.001). Overall, blended learning with LM and VM resulted in significant improvements in student performance, satisfaction, and perception compared to traditional LM learning.NEW & NOTEWORTHY Most studies examining virtual microscopy (VM) have been conducted in North America, with fewer studies focusing on other regions, particularly Asian countries. Additionally, a previous meta-analysis highlighted the need for more rigorous research on student performance in light microscopy (LM). Our present study investigated the use of LM + VM blended learning in histology for Chinese undergraduate dental students. This approach resulted in significant improvements in student performance, satisfaction, and perception compared to traditional LM learning.

尽管光学显微镜(LM)和虚拟显微镜(VM)是组织学教学中很有价值的教学方法,但比较其有效性的研究主要来自北美。本研究旨在比较中国口腔医学本科生在组织学实验课程中使用混合学习方法(LM+VM)与传统 LM 学习的成绩、满意度和感知。182名一年级学生被分为年龄、性别和学术背景相似的两组。LM+VM组接受了LM和VM相结合的混合学习课程,而仅LM组则参加了基于LM的传统学习。混合学习组学生的实验考试平均成绩明显高于传统学习组学生(LM+VM 79.36 ± 10.11 vs. LM-only 74.76 ± 14.71;自由度 (df) = 180,P = 0.01)。此外,LM+VM 组的不及格率(即分数低于 60 分的 F 级学生)较低(3.23% [LM+VM] vs. 13.48% [纯 LM],P = 0.02)。虚拟机的实施受到了 LM+VM 组学生的欢迎,他们虽然不同意虚拟机可以完全取代 LM,但绝大多数都更喜欢混合学习模式(93.55%)。此外,与纯 LM 组相比,LM+VM 组学生的满意度更高(t = 8.49,df = 180,P < 0.001)。总体而言,与传统的 LM 学习相比,LM 和 VM 混合学习在学生成绩、满意度和感知方面都有显著提高。
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引用次数: 0
The positive impact of virtual microscopy on histopathology education: a comparative, student-centered study. 虚拟显微镜对组织病理学教育的积极影响:一项以学生为中心的比较研究。
IF 1.7 4区 教育学 Q2 EDUCATION, SCIENTIFIC DISCIPLINES Pub Date : 2025-03-01 Epub Date: 2024-11-29 DOI: 10.1152/advan.00110.2024
Federico Magnani, Elena Demaria, Francesca Ambrosi, Claudia Sala, Gianandrea Pasquinelli, Michelangelo Fiorentino, Giorgia Gri

Because of the recent pandemic, new teaching methods have been trialed, even in traditional disciplines such as histopathology that typically involve extensive hands-on laboratory work. In this study, we investigated the effects of three different learning modalities in histopathology teaching: optical microscopy, in-class virtual microscopy (VM), and online VM lectures. We examined relational aspects, didactic effectiveness, and satisfaction in these learning settings, both during class time and in private study, outside the dedicated spaces and hours of the university. The comparative design of the study, based on a set of surveys taken during the course and at its end, resulted in valuable methodological insights and a clear picture of the students' needs. These were characterized both by high technological expectations and by a desire for a stimulating social environment. Our results show that the implementation of new learning tools has a positive impact on teaching, and not only at the didactic level. It also positively affects the way the university is experienced by the students, it facilitates their desired socializing lifestyles, and it exposes them, as a new generation of professionals, to the latest technologies used by specialty physicians.NEW & NOTEWORTHY Our study examines the didactical impact and perceived value of distance learning and virtual microscopy (VM) teaching among students in histopathology laboratories and at home. To our knowledge, this is the first study investigating such issues in the postpandemic setting. These novel teaching methods complement the innovative technologies currently used in diagnostic medicine.

由于最近的大流行,已经试用了新的教学方法,甚至在组织病理学等传统学科中也是如此,这些学科通常涉及大量的动手实验室工作。在这项研究中,我们调查了三种不同的学习模式在组织病理学教学中的效果:光学显微镜、课堂虚拟显微镜(VM)和在线虚拟显微镜讲座。我们研究了这些学习环境的关系方面、教学效果和满意度,无论是在课堂时间还是在私人学习时间,都是在大学的专用空间和时间之外。基于课程期间和课程结束时进行的一系列调查,研究的比较设计产生了有价值的方法见解和学生需求的清晰图景。它们的特点是高技术期望和对刺激社会环境的渴望。我们的研究结果表明,新的学习工具的实施对教学有积极的影响,而不仅仅是在教学层面。它也对学生体验大学的方式产生了积极的影响,它促进了他们想要的社交生活方式,并使他们作为新一代专业人士,接触到专业医生使用的最新技术。
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引用次数: 0
A qualitative survey on perception of medical students on the use of large language models for educational purposes. 关于医学生对大型语言模型用于教学目的的看法的定性调查。
IF 1.7 4区 教育学 Q2 EDUCATION, SCIENTIFIC DISCIPLINES Pub Date : 2025-03-01 Epub Date: 2024-10-24 DOI: 10.1152/advan.00088.2024
Himel Mondal, Juhu Kiran Krushna Karri, Swaminathan Ramasubramanian, Shaikat Mondal, Ayesha Juhi, Pratima Gupta

Large language models (LLMs)-based chatbots use natural language processing and are a type of generative artificial intelligence (AI) that is capable of comprehending user input and generating output in various formats. They offer potential benefits in medical education. This study explored the student's feedback on the utilization of LLMs in medical education. We conducted an in-depth interview with open-ended questions with Indian medical students via telephone conversation. The recording (average time: 55.28 ± 18.04 min) was transcribed and thematically analyzed to find major themes and subthemes. We used QDA Miner Lite v.2.0.8 (Provalis Research, Montreal, Canada) for the thematic analysis of the text. A total of 25 students from eight Indian states studying from the first to final year of studies participated in this study. Three major themes were identified: usage scenario, augmented learning, and limitation of LLMs. Students use LLMs for clarifying complex topics, searching for customized answers, solving multiple-choice questions, making simplified notes, and streamlining assignments. While they appreciated the ease of access, ready reference for getting clarity on doubts, lucid explanation of questions, and time-saving aspects of LLMs, concerns were raised regarding erroneous results, limited usage due to reliability and privacy issues, and the overreliance on chatbots for educational needs. Hence, they emphasized the need for training for the integration of LLM in medical education. In conclusion, according to students' perception, LLMs have the potential to enhance medical education. However, addressing challenges and leveraging the strengths of LLMs are crucial for optimizing their integration into medical education.NEW & NOTEWORTHY The study demonstrates the student's perspective on the role of large language models (LLM)-based chatbots in medical education. Students' responses generated three major themes of various usage scenarios, how LLMs can enhance learning, and the ethical considerations in the integration of LLMs into medical curricula. By identifying both the benefits and limitations of LLMs in medical education, the study offers insights for educators and policymakers to navigate the complexities of LLM in educational settings.

基于大语言模型(LLM)的聊天机器人使用自然语言处理,是一种生成式人工智能(AI),能够理解用户输入并生成各种格式的输出。它们为医学教育带来了潜在的益处。本研究探讨了学生对在医学教育中使用 LLM 的反馈意见。我们通过电话与印度医科学生进行了深度访谈,并提出了开放式问题。我们对录音(平均时间为 55.28±18.04 分钟)进行了转录和主题分析,以找出主要主题和次主题。我们使用 QDA Miner Lite v.2.0.8 (Provalis Research: Montreal, Canada) 对文本进行了主题分析。共有来自印度 8 个邦的 25 名一年级至毕业班学生参与了本研究。研究确定了三大主题,分别是使用场景、增强学习和 LLM 的局限性。学生们使用 LLMs 来澄清复杂的题目、搜索定制答案、解决 MCQ、做简化笔记和简化作业。虽然他们对 LLMs 的易用性、为澄清疑问提供的随时参考、对问题的清晰解释以及节省时间等方面表示赞赏,但也提出了对错误结果、因可靠性和隐私问题导致的有限使用以及过度依赖聊天机器人满足教育需求等方面的担忧。因此,他们强调需要进行培训,以便将 LLM 纳入医学教育。总之,根据学生的看法,LLM 有潜力加强医学教育。然而,应对挑战和利用 LLM 的优势对于优化其与医学教育的整合至关重要。
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引用次数: 0
Bite-sized structured learning: a preferred self-paced approach that enhanced learning of muscle physiology for allied health students. 分段式结构化学习:自定进度的首选方法可提高专职医疗学生对肌肉生理学的学习效果。
IF 1.7 4区 教育学 Q2 EDUCATION, SCIENTIFIC DISCIPLINES Pub Date : 2025-03-01 Epub Date: 2024-11-14 DOI: 10.1152/advan.00157.2024
Xiang Ren Tan, Andy Thiam-Huat Lee, Karthik Subramhanya Harve, Bernard Pui Lam Leung

Muscle physiology is often perceived as a complex topic by students because of the hierarchical concepts and the need for integrative understanding. Breaking down content in a structured manner allows for segmented bite-sized learning that may enhance students' learning beyond conventional online lectures. We compared the effectiveness of 1) bite-sized structured learning (BSL) and 2) synchronous Zoom lecture (SZL) in teaching muscle physiology to first-year allied health undergraduates. For the same student cohort, the topic was divided into two lectures, with the first taught via BSL and the second via SZL. Pre and post quizzes were used to evaluate students' understanding of the topic. Mixed-methods online questionnaires were used to examine students' perceptions toward the two modes of learning, encompassing content coverage, delivery, engagement, effectiveness, preference, and convenience. A total of 223 and 215 students completed both pre and post quizzes for BSL and SZL, respectively. Student performances were improved via both modes (P < 0.001), with a higher median score improvement in BSL compared to SZL [3.0 (1.0-4.0) vs. 2.0 (1.0-3.0)]. Among students who completed the survey, 65% expressed strong preference toward BSL over SZL (17%), which could be attributed to the benefits of self-paced microlearning such as higher motivation and improved attention. BSL was perceived to be manageable and well structured to support learning. Our study suggests that BSL is equally effective as conventional lectures and is a learning approach favored by students. There could be merits in combining both instructional modes, as their complementary advantages may enhance students' learning.NEW & NOTEWORTHY Bite-sized structured learning (BSL) is aimed at dissecting learning content into manageable microlearning parts for students to learn at their own pace, and it involves the segmentation of information in an organized manner. We found that compared to online lectures, BSL promoted better attention and enhanced motivation for learning muscle physiology without compromising the effectiveness of learning in allied health students. BSL may be combined with conventional lectures to harness their complementary advantages.

肌肉生理学的概念层次分明,需要综合理解,因此学生通常认为这是一个复杂的课题。将内容以结构化的方式分解,可以实现分段式的一口式学习,这可能会提高学生的学习效果,超越传统的在线讲座。我们比较了(1)一口式结构化学习(BSL)和(2)同步变焦讲座(SZL)在向一年级专职医疗本科生教授肌肉生理学方面的效果。对于同一批次的学生,该主题被分为两堂课,第一堂通过 BSL 讲授,第二堂通过 SZL 讲授。课前和课后测验用于评估学生对该主题的理解。采用混合方法在线问卷调查学生对两种学习模式的看法,包括内容覆盖面、授课方式、参与度、有效性、偏好和便利性。分别有 223 名和 215 名学生完成了 BSL 和 SZL 的前测和后测。两种模式都提高了学生的成绩(p
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引用次数: 0
Reinforcement of core foundational science concepts during clinical rotations: a strategy to enhance medical student learning and diagnostic reasoning. 在临床轮转期间强化核心基础科学概念:加强医学生学习和诊断推理的策略》。
IF 1.7 4区 教育学 Q2 EDUCATION, SCIENTIFIC DISCIPLINES Pub Date : 2025-03-01 Epub Date: 2024-10-31 DOI: 10.1152/advan.00179.2024
Bindu Menon, Meghana Reddy Ranabothu, Krissy Elizabeth Tarter, Tyrone Deonte Oneal Layson, Deepa Mukundan, Jeremy J Laukka

Cognitive science principles can facilitate integrating and retaining basic science concepts during the clinical years of undergraduate medical education. We hypothesized that reinforcing foundational science concepts during the core clerkship experiences fosters the development of clinical reasoning in medical students. A patient simulation session on diabetic ketoacidosis (DKA) in the pediatric clerkship was chosen to pilot the program. We introduced an intervention in which a team of clinical and foundational science faculty facilitates student discussions, helping them connect important physiological and pathophysiological concepts to the disorder's clinical presentation, diagnosis, and management. The student survey reported that 87% strongly agreed that it helped them reinforce their understanding of foundational science concepts related to clinical cases. The National Board Medical Examination (NBME) subject exam results of the pediatric clerkships from the corresponding years were subjected to a cognitive diagnostic assessment called the DINA (deterministic input, noisy "and" gate) model analysis. The student content mastery in acid-base disorders was improved following the intervention (student mastery of skills, 0.73 vs. 0.80, P = 0.035). Similarly, analysis of the Step 2 Clinical Knowledge (CK) skills from the NBME subject exam item analysis reports showed improvement in the skill "diagnosis" on the topic of diabetes (probability value: before and after the intervention, respectively, 0.73 and 0.85, P = 0.04) following implementation. Our study shows the impact of foundational science reinforcement during clinical clerkships in developing undergraduate medical students' clinical reasoning and diagnostic skills.NEW & NOTEWORTHY The study describes a novel method for integrating foundational science into the clinical curriculum during undergraduate medical education. The learning outcomes are assessed using a cognitive diagnostic assessment method.

认知科学原理有助于在本科医学教育的临床阶段整合和保留基础科学概念。我们假设,在核心实习经历中强化基础科学概念可促进医学生临床推理能力的发展。我们选择了儿科实习中的糖尿病酮症酸中毒(DKA)患者模拟课程作为试点。我们引入了一项干预措施,由临床和基础科学教师团队主持学生讨论,帮助他们将重要的生理和病理生理学概念与疾病的临床表现、诊断和处理联系起来。学生调查报告显示,87%的学生强烈认为,这有助于他们加强对与临床病例相关的基础科学概念的理解。对相应年份儿科实习的 NBME 科目考试成绩进行了认知诊断评估,即 DINA 模型分析。干预后,学生对酸碱紊乱内容的掌握程度有所提高(学生对技能的掌握程度,0.73 vs 0.80,P=0.035)。同样,对NBME科目考试项目分析报告中第二步临床知识(CK)技能的分析表明,实施干预后,糖尿病主题的 "诊断 "技能有所提高(干预前后的概率值分别为0.73和0.85,P=0.04)。我们的研究表明,在临床实习期间强化基础科学对培养本科医学生的临床推理和诊断技能具有重要影响。
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引用次数: 0
Surprised by cocreation: building equality, diversity, and inclusion in the physiology curriculum with undergraduate students. 共创惊喜;与本科生一起在生理学课程中建立平等、多样性和包容性(EDI)。
IF 1.7 4区 教育学 Q2 EDUCATION, SCIENTIFIC DISCIPLINES Pub Date : 2025-03-01 Epub Date: 2024-10-31 DOI: 10.1152/advan.00184.2024
Mary K McGahon, Jazmin Verhagen, Nowran Nasr, Daniel Kennedy, Abtisam Atman, Sean M Roe
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引用次数: 0
Optimizing assessment workload and student experience: a quantitative and qualitative analysis of an undergraduate subject restructure. 优化评估工作量和学生体验大学本科学科结构调整的定量与定性分析。
IF 1.7 4区 教育学 Q2 EDUCATION, SCIENTIFIC DISCIPLINES Pub Date : 2025-03-01 Epub Date: 2024-12-11 DOI: 10.1152/advan.00095.2024
Giselle Larissa Allsopp, Sarah Elizabeth Wooding, Jan Maree West, Anne Isabella Turner

Optimizing the workload of university students is important for their academic performance and student experience. Large perceived workloads are associated with poorer academic performance and lower student satisfaction in university students.x In response to student feedback in 2021, we redesigned a second-year undergraduate physiology subject to optimize workload and improve student experience. The practical assessments (contributing 50% of the subject grade) were consolidated from five small reports to two more comprehensive reports. The new subject design resulted in a 3.85% reduction in practical assessment marks (P < 0.05), although students maintained their academic performance on the end of the trimester quiz. Upon reflection, the new practical assessments may have been more challenging for students and more discriminating of academic performance, as they required greater levels of critical thinking and more in-depth discussion of complex physiological concepts. Student satisfaction was reduced following the first iteration of the new subject design, but with additional assessment support for students by academic staff in 2022, the student experience ratings were no longer below expected values. In summary, consolidating the number of practical assessments was predicted to foster deeper learning of physiological concepts. However, to successfully achieve this, support from academic staff appears to be an essential factor to foster a positive student experience.NEW & NOTEWORTHY We showed that reducing the number of assessment submissions did not initially decrease students' perceived workload. Rather, producing more support materials for assessments and holding more support sessions by academic staff appeared to be most effective at fostering a positive student experience and students' perception of academic workload.

优化大学生的工作量对他们的学习成绩和学生体验很重要。在大学生中,较大的感知工作量与较差的学习成绩和较低的学生满意度有关。为了响应2021年学生的反馈,我们重新设计了本科二年级的生理学课程,以优化工作量并改善学生体验。实践评估(占科目成绩的50%)从五个小报告合并为两个更全面的报告。新的科目设计导致实际评估分数减少3.85% (p . 391)
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Advances in Physiology Education
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