Department of Medical Education, School of Medicine and Health Professions Education Research Center, Tehran University of Medical Sciences, Tehran, Iran.
School of Medicine, Tehran University of Medical Sciences, Tehran, Iran.
BMC Med Educ. 2024 Oct 29;24(1):1230. doi: 10.1186/s12909-024-06229-w.
According to Self-Determination Theory, active learning methods, as alterations to the learning environment, can influence students' academic motivation to learn. The purpose of this quasi-experimental study was to investigate the effect of virtual case-based learning sessions on the learning motivation of first- and second-year medical students.
A total of 258 students, 128in the intervention group and 130 in the control group, were enrolled in the study. The control group consisted of medical students who had not previously participated in virtual case-based learning sessions and were trained in the same curriculum as the intervention group. Two questionnaires were created to evaluate learning motivation in basic science and the motivational outcomes of virtual case-based learning sessions, drawing on the three fundamental needs outlined in Self Determination Theory. The questionnaires were designed through individual interviews with students and validated using Lawshe's method and Cronbach's Alpha. The virtual case-based learning sessions were designed as a series of webinars on various topics, with students randomly divided into groups and assigned trained moderators. Clinical scenarios were designed by a team of basic scientists and clinical educators. Each virtual case-based discussion consisted of three phases and was completed in three days. Comparisons between two groups were made using the two-sample t-test and Pearson's correlation coefficient was used to analyze the motivational consequence questionnaire.
The results of the study indicated that virtual case-based learning sessions had a significant impact on the learning motivation of basic science students (p < 0.01). Additionally, the most notable motivational consequences of CBL sessions were basic sciences applicability and its interestingness.
The study provides valuable insights into the effectiveness of virtual case-based learning sessions and suggests avenues for future research. The findings of this study could be useful for educators and institutions seeking to enhance the learning motivation of medical students through virtual case-based learning sessions. However, further research is needed to investigate the long-term effects of virtual case-based learning on student motivation and academic performance.
根据自我决定理论，主动学习方法作为学习环境的改变，可以影响学生的学习动机。本准实验研究的目的是调查虚拟基于案例的学习课程对一、二年级医学生学习动机的影响。
共有 258 名学生，干预组 128 名，对照组 130 名，参与了本研究。对照组由未参加过虚拟基于案例学习课程的医学生组成，与干预组接受相同的课程培训。为评估基础科学的学习动机和虚拟基于案例学习课程的激励结果，我们借鉴自我决定理论中概述的三个基本需求，创建了两个问卷。这些问卷是通过与学生的个人访谈设计的，并使用 Lawshe 方法和 Cronbach's Alpha 进行了验证。虚拟基于案例的学习课程设计为一系列关于不同主题的网络研讨会，学生随机分组并分配经过培训的主持人。临床情景由基础科学家和临床教育工作者团队设计。每个虚拟基于案例的讨论由三个阶段组成，在三天内完成。使用两样本 t 检验比较两组之间的差异，使用 Pearson 相关系数分析激励结果问卷。
研究结果表明，虚拟基于案例的学习课程对基础科学学生的学习动机有显著影响（p < 0.01）。此外，CBL 课程最显著的激励结果是基础科学的适用性和趣味性。
本研究为虚拟基于案例的学习课程的有效性提供了有价值的见解，并为未来的研究提供了方向。本研究的结果对于教育工作者和机构通过虚拟基于案例的学习课程提高医学生的学习动机可能具有重要意义。然而，需要进一步研究来调查虚拟基于案例的学习对学生动机和学业成绩的长期影响。
