本科医学生对小组辅导课的参与度和看法

Students' engagement and perceptions of small group tutorial classes among undergraduate medical students.

作者信息

Nayak B Shivananda, Sridevi Vineeth, Sahu Pradeepkumar, Subbaramaiah Nagendra, Telang Latha, Goudappala Prashanthkumar, Halappa Kariappa Chandrakanth, Sharma Akanksha, Sagari K Maanasa, S Nayak Akash

机构信息

Subbaiah Institute of Medical Sciences, Purle, Shivamogga, Karnataka, India.

Faculty of Medical Sciences, The University of the West Indies, St Augustine, Trinidad and Tobago.

出版信息

J Adv Med Educ Prof. 2021 Jan;9(1):18-25. doi: 10.30476/jamp.2020.86925.1280.

DOI:10.30476/jamp.2020.86925.1280

PMID:33521137

原文链接:https://pmc.ncbi.nlm.nih.gov/articles/PMC7846713/

Abstract

INTRODUCTION

Small group teaching is an educational strategy that may be used to facilitate learning. Tutorials enable an adult approach toward learning where students take responsibility for their own learning. We aimed to investigate the students' engagement and perceptions of small group tutorial classes among undergraduate medical students.

METHODS

A cross‑sectional, descriptive survey was conducted at the Subbaiah Institute of Medical Sciences, where we collected the data from 300 undergraduate students using convenience sampling method. A self‑administered questionnaire consisting of 22 items which was piloted on 20 students, and six experienced medical educators were consulted for face validation. The internal consistency of the questionnaire measured by Cronbach's alpha reliability test was 0.80. It was used to measure the students' perception on the effectiveness of tutorials with regard to learning experience, teamwork, confidence, communication skills, and role of the teacher. Statistical analyses included mean and standard deviation for the description of each item, t-test to compare the mean scores for gender and class year, and one‑way analysis of variance between groups for age group comparisons using SPSS version 24 software.

RESULTS

Students' overall perceptions of small group teaching effectiveness showed that tutorials were beneficial to their learning process (mean: 3.61±0.50). The majority of the students have positive perceptions toward small group effectiveness, particularly in learning experience (mean: 3.72±0.68) and teamwork (mean: 3.36±0.59). A significant difference was found between year 1 and year 2 students with regards to learning experience (p<0.001), teamwork (p<0.05), communication skills (p<0.05), and the role of the tutor (p<0.001). Additionally, the mean scores, measuring overall effectiveness of tutorials, for the 2nd year students were significantly higher than that for the 1 year students (3.70± .41 and 3.50 ±0.57, (p<0.001).

CONCLUSIONS

The data of this study show that tutorial is an effective small group teaching method for medical students compared to large group teaching.

摘要

引言

小组教学是一种可用于促进学习的教育策略。辅导课采用成人学习方式，学生对自己的学习负责。我们旨在调查本科医学生对小组辅导课的参与度和看法。

方法

在苏巴亚医学科学研究所进行了一项横断面描述性调查，我们使用便利抽样方法从300名本科生中收集数据。一份由22个项目组成的自填式问卷在20名学生中进行了预测试，并咨询了6名经验丰富的医学教育工作者进行表面效度验证。通过克朗巴哈α信度检验测量的问卷内部一致性为0.80。该问卷用于衡量学生对辅导课在学习体验、团队合作、信心、沟通技巧和教师角色方面有效性的看法。统计分析包括用均值和标准差描述每个项目，用t检验比较性别和年级的平均得分，并用SPSS 24版软件进行年龄组间的单向方差分析。

结果

学生对小组教学有效性的总体看法表明，辅导课对他们的学习过程有益（均值：3.61±0.50）。大多数学生对小组教学的有效性持积极看法，特别是在学习体验（均值：3.72±0.68）和团队合作（均值：3.36±0.59）方面。在学习体验（p<0.001）、团队合作（p<0.05）、沟通技巧（p<0.05）和导师角色（p<0.001）方面，一年级和二年级学生之间存在显著差异。此外，二年级学生对辅导课总体有效性的平均得分显著高于一年级学生（3.70±0.41和3.50±0.57，p<0.001）。