Joseph Merlyn, Farris Charlotte, Martinez Mardoqueo, Demps Elaine, Hernández-Muñoz José J
Texas A&M University, Texas, USA.
Presbyterian Gastroenterology, New Mexico, USA.
J Med Educ Curric Dev. 2021 Oct 4;8:23821205211044590. doi: 10.1177/23821205211044590. eCollection 2021 Jan-Dec.
Active learning (AL) is recognized as a valuable learning strategy.
Using a conceptual framework, the objective of this study was to conduct a faculty self- and needs assessment to determine the extent to which the faculty at one college of pharmacy perceived they already carried out AL, describe faculty challenges, and evaluate faculty examples of AL techniques.
A 19-question survey was administered in July 2017 to all 50 college faculty. Survey question types included multiple-choice single- or multiple-answer questions and open-ended questions. For validity, Medina's conceptual framework of 4 key elements for the effective administration of AL was used. For reliability, the draft survey questions were reviewed multiple times and revised accordingly.
Thirty-five faculty members, 70%, completed the survey in full. The majority of the faculty perceived that they carried out 3 of the 4 key elements during lectures: activate prior knowledge (74%), involve the majority of students (89%), and provide feedback (91%). However, only 37% stated they promoted metacognition, another key element. Our qualitative analysis identified (1) faculty had misconceptions about most of Medina's conceptual framework elements, (2) challenges to AL implementation included: need for more technology training, perception that AL requires cutting course material, beliefs that AL does not work, and fear of poor evaluations with AL implementation, and (3) suggestions to improve AL included: faculty development, training students on the importance of AL, and integrating AL throughout the curriculum.
Although most faculties indicated they integrated AL in their teaching, faculty misconceptions, and beliefs suggest the need for long-term faculty and organizational development using strategies aligned with or seeking to change the beliefs of the faculty and college system.
主动学习（AL）被认为是一种有价值的学习策略。
本研究旨在使用一个概念框架，对教师进行自我评估和需求评估，以确定一所药学院的教师认为他们已经开展主动学习的程度，描述教师面临的挑战，并评估主动学习技术的教师实例。
2017年7月对该学院的50名全体教师进行了一项包含19个问题的调查。调查问题类型包括单项或多项选择题以及开放式问题。为确保有效性，采用了梅迪纳关于有效实施主动学习的4个关键要素的概念框架。为保证可靠性，对调查问卷初稿进行了多次审查并相应修订。
35名教师（70%）完整填写了调查问卷。大多数教师认为他们在授课过程中实施了4个关键要素中的3个：激活先前知识（74%）、让大多数学生参与（89%）以及提供反馈（91%）。然而，只有37%的教师表示他们促进了元认知，这是另一个关键要素。我们的定性分析发现：（1）教师对梅迪纳概念框架的大多数要素存在误解；（2）实施主动学习面临的挑战包括：需要更多技术培训、认为主动学习需要删减课程内容、认为主动学习不起作用以及担心实施主动学习会导致评价不佳；（3）改进主动学习的建议包括：教师发展、培训学生认识主动学习的重要性以及将主动学习融入整个课程。
尽管大多数教师表示他们在教学中融入了主动学习，但教师的误解和观念表明，需要采用与教师和学院系统的观念相一致或试图改变这些观念的策略，进行长期的教师和组织发展。
