在药物分析课程中使用虚拟实验室和其他基于网络的工具。
The use of virtual laboratories and other web-based tools in a drug assay course.
机构信息
University of Michigan College of Pharmacy, Ann Arbor, USA.
出版信息
Am J Pharm Educ. 2012 Jun 18;76(5):84. doi: 10.5688/ajpe76584.
OBJECTIVE
To determine students' perceptions of and performance in a drug assay laboratory course after the addition of Web-based multimedia tools.
DESIGN
Video modules and other Web-based tools to deliver instructions and emulate the laboratory set up for experiments were implemented in 2005 to improve student preparation for laboratory sessions and eliminate the need for graduate students to present instructions live.
ASSESSMENT
Data gathered from quizzes, final examinations, and post-course surveys administered over 6 years were analyzed. Students' scores on online quizzes after implementation of the virtual laboratories reflected improved student understanding and preparation. Students' perception of the course improved significantly after the introduction of the tools and the new teaching model.
CONCLUSIONS
Implementation of an active-learning model in a laboratory course led to improvement in students' educational experience and satisfaction. Additional benefits included improved resource use, student exposure to a variety of educational methods, and having a highly structured laboratory format that reduced inconsistencies in delivered instructions.
目的
在添加基于网络的多媒体工具后，确定学生对药物分析实验室课程的看法和表现。
设计
2005 年实施了视频模块和其他基于网络的工具，以提供实验说明并模拟实验室设置，以提高学生对实验室课程的准备，并消除研究生现场演示说明的需要。
评估
分析了在过去 6 年中通过测验、期末考试和课程后调查收集的数据。实施虚拟实验室后，学生在线测验的分数反映出学生理解和准备的提高。在引入工具和新教学模式后，学生对课程的看法有了显著改善。
结论
在实验室课程中实施主动学习模式，提高了学生的教育体验和满意度。其他好处包括改善资源利用、学生接触各种教育方法，以及采用高度结构化的实验室格式，减少了说明的不一致性。
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