Schonfeld Toby L, Spetman Michelle K
University of Nebraska Medical Center, Omaha, NE 68198-6075, USA.
J Allied Health. 2007 Summer;36(2):77-80.
We analyzed student performance in an interdisciplinary, Web-based course in health care ethics at a university-based school of allied health. Student performance was measured according to students' 1) degree status, 2) clinical hour requirement during the semester in which they took the ethics course, 3) total credit hours during the semester in which they took the ethics course, and 4) clinical and credit hours combined. Statistical analyses were performed to examine curricular and extracurricular predictors of student performance. Only the number of credit hours in which students were enrolled while taking the ethics course demonstrated a statistically significant difference in mean student performance, and this difference was only detected on the final examination and written assignments. When developing an ethics course for allied health students, course components such as conceptual difficulty, reading and writing assignments, and student workload may need to be adjusted according to students' curricular responsibilities.
我们分析了一所大学附属健康学院开设的基于网络的跨学科医疗保健伦理学课程中学生的表现。学生表现根据以下方面衡量：1）学位状态；2）修读伦理学课程学期的临床小时要求；3）修读伦理学课程学期的总学分；4）临床小时数与学分的总和。进行了统计分析以检验学生表现的课程和课外预测因素。只有修读伦理学课程时注册的学分数量在学生平均表现上显示出统计学上的显著差异，且这种差异仅在期末考试和书面作业中被检测到。在为健康相关专业学生开发伦理学课程时，可能需要根据学生的课程任务来调整课程组成部分，如概念难度、阅读和写作作业以及学生工作量。
