Department of Medical Education, University of Central Florida College of Medicine, Orlando, Florida.
Department of Medical Education, University of Central Florida College of Medicine, Orlando, Florida
Adv Physiol Educ. 2016 Dec;40(4):446-453. doi: 10.1152/advan.00079.2016.
Patients expect physicians to be lifelong learners who are able to interpret and evaluate diagnostic tests, and most medical schools list the development of lifelong learning in their program objectives. However, lecture is the most often utilized form of teaching in the first two years and is considered passive learning. The current generation of medical students has many characteristics that should support active learning pedagogies. The purpose of this study was to analyze student and faculty perceptions of active learning in an integrated medical curriculum at the second-year mark, where students have been exposed to multiple educational pedagogies. The first hypothesis of the study was that faculty would favor active learning methods. The second hypothesis was that Millennial medical students would favor active learning due to their characteristics. Primary faculty for years 1 and 2 and second-year medical students were recruited for an e-mail survey consisting of 12 questions about active learning and lecture. Students perceived that lecture and passive pedagogies were more effective for learning, whereas faculty felt active and collaborative learning was more effective. Students believed that more content should be covered by lecture than faculty. There were also significant differences in perceptions of what makes a good teacher. Students and faculty both felt that lack of time in the curriculum and preparation time were barriers for faculty. The data suggest that students are not familiar with the process of learning and that more time may be needed to help students develop lifelong learning skills.
患者期望医生成为终身学习者，能够解释和评估诊断测试，并且大多数医学院都将终身学习的发展列为其课程目标。然而，在头两年，讲座是最常用的教学形式，被认为是被动学习。当前这一代医学生具有许多特点，应该支持主动学习教学法。本研究的目的是在第二年，学生接触了多种教育教学法后，分析医学生和教师对综合医学课程中主动学习的看法。研究的第一个假设是教师会赞成主动学习方法。第二个假设是，千禧一代医学生会因其特点而赞成主动学习。招募了 1 年级和 2 年级的主要教师以及二年级医学生，对他们进行了一项电子邮件调查，其中包括 12 个关于主动学习和讲座的问题。学生认为讲座和被动教学方法对学习更有效，而教师则认为主动和协作学习更有效。学生认为讲座应该涵盖更多的内容。对于什么是好老师，学生和教师的看法也存在显著差异。学生和教师都认为课程和备课时间不足是教师面临的障碍。数据表明，学生对学习过程并不熟悉，可能需要更多的时间来帮助学生培养终身学习技能。
