Greenwald Ralf R, Quitadamo Ian J
Department of Psychology, Central Washington University, Ellensburg, WA 98926;
Departments of Biological Sciences and Science Education, Central Washington University, Ellensburg, WA 98926.
J Undergrad Neurosci Educ. 2014 Mar 15;12(2):A100-6. eCollection 2014 Spring.
A changing undergraduate demographic and the need to help students develop advanced critical thinking skills in neuroanatomy courses has prompted many faculty to consider new teaching methods including clinical case studies. This study compared primarily conventional and inquiry-based clinical case (IBCC) teaching methods to determine which would produce greater gains in critical thinking and content knowledge. Results showed students in the conventional neuroanatomy course gained less than 3 national percentile ranks while IBCC students gained over 7.5 within one academic term using the valid and reliable California Critical Thinking Skills Test. In addition to 2.5 times greater gains in critical thinking, IBCC teaching methods also produced 12% greater final exam performance and 11% higher grades using common grade performance benchmarks. Classroom observations also indicated that IBCC students were more intellectually engaged and participated to a greater extent in classroom discussions. Through the results of this study, it is hoped that faculty who teach neuroanatomy and desire greater critical thinking and content student learning outcomes will consider using the IBCC method.
本科学生群体的变化，以及帮助学生在神经解剖学课程中培养高级批判性思维技能的需求，促使许多教师考虑采用包括临床案例研究在内的新教学方法。本研究主要比较了传统教学方法和基于探究的临床案例（IBCC）教学方法，以确定哪种方法能在批判性思维和内容知识方面取得更大的进步。结果显示，在一个学术学期内，使用有效且可靠的加利福尼亚批判性思维技能测试，传统神经解剖学课程的学生在全国百分位排名中的提升不到3个百分点，而采用IBCC教学方法的学生提升超过7.5个百分点。除了在批判性思维方面的提升是传统教学方法的2.5倍外，使用通用成绩基准衡量，IBCC教学方法还使期末考试成绩提高了12%，成绩等级提高了11%。课堂观察还表明，采用IBCC教学方法的学生在课堂讨论中更积极参与，思维更活跃。通过本研究的结果，希望那些教授神经解剖学并期望学生在批判性思维和内容学习成果方面有更大提升的教师会考虑采用IBCC教学方法。
