Queen's University, Kingston, ON K7L 2V7, Canada.
Med Teach. 2011;33(9):750-3. doi: 10.3109/0142159X.2011.558948. Epub 2011 May 19.
Medical educators have been encouraged to adopt active instructional strategies that require learners to engage in and direct their own learning. These innovations may be seen as disruptive and face early challenges due to student resistance. We report 3 years of experience implementing a blend of team-based learning (TBL) and online learning modules in an undergraduate medical course. Three sequential cohorts of first year medical students were surveyed exploring how they valued different instructional methods during a period of evolving curricular design. In addition to a demonstrated increase in acceptance of new teaching methods, there was a shift in student perceptions of the relative merits of didactic, online and TBL teaching. Medical students' appreciations of different instructional methods are influenced by the maturity of instructional design. Educational change is best viewed through a longer term lens, acknowledging the necessity for teachers to develop experience in implementing new methods in the context of their institution.
医学教育者一直被鼓励采用需要学习者参与并指导自己学习的主动教学策略。这些创新可能被视为具有颠覆性，并由于学生的抵制而面临早期挑战。我们报告了在本科医学课程中实施基于团队的学习 (TBL) 和在线学习模块的 3 年经验。对三批连续的一年级医学生进行了调查，以探讨他们在课程设计不断发展的过程中如何评估不同的教学方法。除了新教学方法的接受度明显提高外，学生对讲授式教学、在线教学和 TBL 教学相对优点的看法也发生了转变。医学生对不同教学方法的欣赏受到教学设计成熟度的影响。通过更长远的视角来看待教育变革，承认教师需要在其所在机构的背景下，在实施新方法方面发展经验。
