主动学习和在线讨论对牙科学员学业成绩的影响。
Effect of active learning and online discussions on the academic performances of dental students.
机构信息
Interdisciplinary Program in Cognitive Science, Seoul National University, Seoul, 08826, Republic of Korea.
Department of Psychiatry, Seoul National University College of Medicine & SMG-SNU Boramae Medical Center, Seoul, Republic of Korea.
出版信息
BMC Med Educ. 2022 Apr 25;22(1):312. doi: 10.1186/s12909-022-03377-9.
BACKGROUND
COVID-19 caused significant confusion around the world, and dental education was no exception. Therefore, in line with the demands of the times, this study sought to determine the applicability of online active learning to dental education.
METHODS
This study was conducted in the second semester of 2020 at a school of dentistry in a selective university in Korea. A total of 114 dental students were recruited. Participants were assigned to four different groups (lecture and discussion [LD], lecture and discussion with instructor's worksheet [LW], self-study and discussion [SSD], and self-study and discussion with instructor's worksheet [SW]) using the random breakout room function in the Zoom video conference application. Their final test scores were then analyzed using analysis of variance and the online active learning results were compared with the offline learning results.
RESULTS
The scores were highest for the transfer type items in the SSD group, followed by the SW group and the two lecture groups, which had no significant differences. These scores and pattern differences between the groups were similar for all items. The results suggested that studying by oneself rather than simply listening to lectures enhanced the effects of the discussions and led to higher learning outcomes. In addition, the effect of the instructor's intervention in the middle of the discussion varied depending on the pre-learning activities of discussion. As with previous offline experiments, self-study followed by group discussion had higher learning outcomes for both the verbatim and transfer type items.
CONCLUSIONS
In agreement with the Interactive, Constructive, Active, and Passive (ICAP) framework and other active learning theories, the findings clearly indicated that online active learning was applicable to dental students, and when self-study precedes discussion, the learning is richer and the learning outcomes are better.
背景
COVID-19 在全球范围内造成了极大的混乱，牙科教育也不例外。因此，本研究顺应时代需求，旨在探讨线上主动学习在牙科教育中的适用性。
方法
本研究于 2020 年第二学期在韩国一所选择性大学的牙科学院进行。共招募了 114 名牙科学生。参与者使用 Zoom 视频会议应用程序中的随机分组功能分为四个不同的小组（讲座和讨论[LD]、讲座和讨论带教师工作表[LW]、自学和讨论[SSD]以及自学和讨论带教师工作表[SW]）。然后使用方差分析分析他们的期末考试成绩，并将线上主动学习的结果与线下学习的结果进行比较。
结果
SSD 组的转移类型项目得分最高，其次是 SW 组和两个讲座组，它们之间没有显著差异。所有项目的组间差异均呈现出相似的模式。研究结果表明，自学而非单纯听课可以增强讨论的效果，从而提高学习效果。此外，讨论过程中教师干预的效果取决于讨论前的学习活动。与之前的线下实验一样，自学后小组讨论对于原文和转译类型的项目都有更高的学习效果。
结论
本研究结果与交互式、建设性、主动和被动（ICAP）框架以及其他主动学习理论一致，明确表明线上主动学习适用于牙科学生，且自学先行于讨论时，学习效果更丰富，学习效果更好。
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