Tiberius R G, Sackin H D
Division of Studies in Medical Education, Faculty of Medicine, University of Toronto, Ontario, Canada.
Med Educ. 1988 Jul;22(4):287-93. doi: 10.1111/j.1365-2923.1988.tb00755.x.
In medical schools, most clinical teaching takes place in small groups in which the teacher and/or one of the students carry out the interview, examination or procedure, while one or more of the other members of the group looks on. Students, then, are as often watchers as doers. What do students learn from observing someone else doing something, and what can be done to enhance the effectiveness of this learning process? The authors attempted to answer these questions. They conducted an experimental study designed to evaluate student experience as observers. The data garnered from this study indicated that students regarded learning by observation as a useful, even valuable, experience. The data also suggested that the effectiveness of this learning experience was derived from a shared sense of immediate, emotionally charged, highly interactive participation in the proceedings, and that the teacher's catalytic function was essential to this process.
在医学院校，大多数临床教学以小组形式进行，由教师和/或一名学生进行问诊、检查或操作，而小组中的一名或多名其他成员在一旁观看。因此，学生往往既是观察者也是参与者。学生从观察他人做事中学到了什么，又能做些什么来提高这种学习过程的有效性？作者试图回答这些问题。他们进行了一项实验研究，旨在评估学生作为观察者的体验。从这项研究中收集的数据表明，学生认为通过观察学习是一种有用甚至有价值的体验。数据还表明，这种学习体验的有效性源于对过程的即时、充满情感、高度互动的共同参与感，并且教师的催化作用对这一过程至关重要。
