Holland Jane C, Pawlikowska Teresa
Department of Anatomy, Royal College of Surgeons in Ireland, Dublin, Ireland.
Health Professions Education Centre, Royal College of Surgeons in Ireland, Dublin, Ireland.
Med Sci Educ. 2019 Sep 13;29(4):1051-1060. doi: 10.1007/s40670-019-00803-4. eCollection 2019 Dec.
With increasing class sizes, small group activities for learning embryology are present in few institutions. How then do students supplement their lectures in order to ask and answer questions, or delve into concepts in detail? Arguably, animations and videos are ideal for visualizing four-dimensional anatomy, but how do students find and filter these? First-year medical students were surveyed with respect to the cardiac embryology component of their course and asked their opinions regarding the clinical relevance of this content and the resources they used to enhance learning. Students indicated that they considered cardiac embryology to be of relevance to clinical practice and that videos are a useful resource in helping them to learn this material. However, when seeking videos or resources, it emerged that students tended to Google information in preference to accessing online resources (or textbooks) specifically recommended by their instructor, despite students' recognition that "accuracy of information" was paramount when choosing what resource to use. While all students seemed reluctant to contact a staff member with questions, those with less proficiency in English were less likely to approach faculty for assistance. While acknowledging students as adult learners, self-regulated learning skills do not develop automatically and the development of these skills should be viewed as a "shared responsibility" between students and staff. Likewise, students also need to be taught critical appraisal of learning resources, especially in the complex online environment, with design of their bespoke institutional virtual learning environment facilitating easy identification and access of recommended resources.
随着班级规模的不断扩大，很少有院校开展胚胎学学习的小组活动。那么，学生如何补充课堂学习，以便提问和解答问题，或者深入钻研相关概念呢？可以说，动画和视频对于呈现四维解剖结构很理想，但学生如何找到并筛选这些资源呢？我们对一年级医学生的课程中心脏胚胎学部分进行了调查，并询问了他们对该内容临床相关性以及用于强化学习的资源的看法。学生表示，他们认为心脏胚胎学与临床实践相关，视频是帮助他们学习这部分内容的有用资源。然而，在寻找视频或资源时发现，尽管学生认识到选择资源时“信息的准确性”至关重要，但他们倾向于在谷歌上搜索信息，而不是使用教师特别推荐的在线资源（或教科书）。虽然所有学生似乎都不愿就问题联系工作人员，但英语水平较低的学生向教师寻求帮助的可能性更小。虽然承认学生是自主学习者，但自我调节学习技能不会自动发展，这些技能的发展应被视为学生和教师之间的“共同责任”。同样，还需要教导学生如何批判性地评估学习资源，尤其是在复杂的网络环境中，同时设计定制的院校虚拟学习环境，以便于识别和获取推荐资源。
