在一门针对医学领域代表性不足学生的衔接课程中，参与主动学习与女生取得更高成绩相关。
Participation in Active Learning Correlates to Higher Female Performance in a Pipeline Course for Underrepresented Students in Medicine.
作者信息
Collins Christine M, Carrasco Gonzalo A, Lopez Osvaldo J
机构信息
Cooper Medical School of Rowan University, Camden, NJ USA.
Hackensack Meridian School of Medicine at Seton Hall University, Nutley, NJ USA.
出版信息
Med Sci Educ. 2019 Aug 7;29(4):1175-1178. doi: 10.1007/s40670-019-00794-2. eCollection 2019 Dec.
Abstract
This study was designed to explore the relationship between participation (measured by percentage of time spoken) in team-based learning (TBL) exercises and final examination in a 4-week medical microbiology course for college students from backgrounds underrepresented in medicine (URM). A significant correlation was found between participation and examination scores in lower performing students. Although male participation was higher, a significant correlation between participation and examination scores was found only in females. These data suggest that female participation is based on knowledge of the subject under discussion and that affirmation in TBL positively reinforces self-confidence, increasing student's efficiency during peer teaching.
摘要
本研究旨在探讨基于团队的学习（TBL）练习中的参与度（以发言时间百分比衡量）与一门为期四周的医学微生物学课程期末考试之间的关系，该课程针对医学领域代表性不足背景（URM）的大学生。在表现较差的学生中，参与度与考试成绩之间存在显著相关性。尽管男性参与度更高，但仅在女性中发现参与度与考试成绩之间存在显著相关性。这些数据表明，女性的参与基于对所讨论主题的了解，并且TBL中的肯定会积极增强自信心，提高学生在同伴教学期间的效率。
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