a Department of Biomedical Sciences , Western Michigan University Homer Stryker M.D. School of Medicine , Kalamazoo , MI , USA.
b Department of Biomedical Sciences, Division of Epidemiology and Biostatistics , Western Michigan University Homer Stryker M.D. School of Medicine , Kalamazoo , MI , USA.
Med Teach. 2019 Jul;41(7):795-801. doi: 10.1080/0142159X.2019.1580355. Epub 2019 Mar 26.
To create time for learner-centered forms of active learning in the classroom, didactic lectures are being replaced with instructor-guided independent learning (IGIL) assignments that students complete on their own outside of the formal educational setting. The effectiveness of IGIL assignments in supporting learning across the preclinical medical curriculum when applied to all learners in the same class of students has not been examined. Further, we have examined this performance across three class cohorts. In this retrospective cohort study, we compared student performance on questions from both IGIL assignments and didactic lectures that were items on the end-of-course summative examinations. Data were analyzed from three classes of graduating students in each of the 14 courses that comprise our preclinical medical curriculum. The results of this study suggest that IGIL assignments were as effective as didactic lectures in supporting student learning in our preclinical medical curriculum. Importantly, IGIL assignments supported learning for both low and high performing students. Students can effectively learn from IGIL assignments when the assignments are well-designed and their importance in the curriculum is emphasized.
为了在课堂上为以学习者为中心的主动学习形式创造时间，讲授式讲座正在被以教师指导的独立学习（IGIL）作业所取代，学生可以在正式教育环境之外独立完成这些作业。当将 IGIL 作业应用于同一班级的所有学习者时，它们在支持整个医学预科课程学习方面的有效性尚未得到检验。此外，我们还在三个班级队列中检验了这种表现。在这项回顾性队列研究中，我们比较了 IGIL 作业和讲授式讲座的学生表现，这些问题都是课程结束时总结性考试的项目。数据来自我们医学预科课程中包含的 14 门课程的每门课程的三个毕业班级。 这项研究的结果表明，IGIL 作业在支持我们医学预科课程的学生学习方面与讲授式讲座一样有效。重要的是，IGIL 作业支持高绩效和低绩效学生的学习。当作业设计良好且强调其在课程中的重要性时，学生可以从 IGIL 作业中有效学习。
