重新思考如何引入学习科学：一种近伴式方法。
Rethinking How to Introduce the Learning Sciences: a Near-Peer Approach.
作者信息
Ransohoff Amy, Boscardin Christy, Hauer Karen E, Wlodarczyk Susan
机构信息
San Francisco (UCSF) Office of Medical Education, University of California, 533 Parnassus Avenue, Suite U-80, San Francisco, CA 94143 USA.
UCSF Office of Medical Education, 533 Parnassus Avenue, Suite U-80, Box 0710, San Francisco, CA 94143 USA.
出版信息
Med Sci Educ. 2020 Nov 10;31(1):45-47. doi: 10.1007/s40670-020-01142-5. eCollection 2021 Feb.
To address the problem of students cramming for examinations using short-term memorization, we developed an interactive session for first-year medical students in which a near-peer discussed evidence-based learning strategies and how to apply them to specific curricular activities to promote long-term retention and deep understanding. Immediate and delayed post-survey data suggested this new session promoted adoption of evidence-based learning strategies and was well-received by students.
为了解决学生通过短期记忆来应付考试的问题，我们为一年级医学生开展了一次互动课程，课程中一名学长学姐讨论了基于证据的学习策略，以及如何将这些策略应用于具体的课程活动，以促进长期记忆和深入理解。即时和延时的调查后数据表明，这次新的课程促进了基于证据的学习策略的采用，并且受到了学生们的好评。
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