Jamison Jennifer R
Division of Health Sciences, School of Chiropractic, Murdoch University, Perth, Western Australia, Australia.
J Manipulative Physiol Ther. 2006 May;29(4):315.e1-9. doi: 10.1016/j.jmpt.2006.04.001.
The aim of the study was to report on chiropractic students' response to a changed learning format and on how the students fared in their final examination.
A 13-week year-4 diagnosis unit that used a structured self-study guide, a prescribed text, classroom clinical simulations, WebCT-based learning, and self-assessment tasks is described. After 4 weeks of study, a questionnaire was used to assess the chiropractic students' interim evaluation of the various learning experiences. The ability of students to meet unit objectives was assessed in a summative examination.
Most students found the learning experiences acceptable and believed the learning options provided would enable them to meet the unit aims. This belief was confirmed both on formative and summative student assessment.
Diverse classroom teaching/learning opportunities combined with self-learning guides provide a viable alternative to more traditional teaching formats for introducing chiropractic students to differential diagnosis.
本研究旨在报告整脊疗法专业学生对学习形式变化的反应，以及他们在期末考试中的表现。
描述了一个为期13周的四年级诊断单元，该单元使用结构化自学指南、指定教材、课堂临床模拟、基于网络课程工具（WebCT）的学习以及自我评估任务。学习4周后，通过问卷调查对整脊疗法专业学生对各种学习体验的中期评价进行评估。在结业考试中评估学生实现单元目标的能力。
大多数学生认为这些学习体验是可以接受的，并相信所提供的学习选择能使他们实现单元目标。这一信念在学生的形成性和总结性评估中均得到了证实。
多样化的课堂教学/学习机会与自学指南相结合，为向整脊疗法专业学生介绍鉴别诊断提供了一种可行的替代传统教学形式的方法。
