Gill A A, Marmo N A, Shuster J J
Am J Occup Ther. 1978 Jan;32(1):26-30.
This paper reports a two-year study on the methods used to evaluate 63 junior occupational therapy students in a musculo-skeletal anatomy course offered at the University of Florida. Laboratory learning processes were not significantly different compared to class learning processes as shown by test results. There was also no significant difference between laboratory and written examination scores in anatomy when compared with final grades in subsequent courses with both laboratory and lecture components. This study was undertaken because of the varying attitudes of students and faculty and their knowledge about the most efficient and productive manner in which to conduct the course. Very little research on educational methods has been completed in our profession and the validation of current methods is needed.
本文报道了一项为期两年的研究，该研究针对佛罗里达大学开设的肌肉骨骼解剖学课程中用于评估63名初级职业治疗专业学生的方法。测试结果表明，实验室学习过程与课堂学习过程相比没有显著差异。与后续同时包含实验室和讲座内容的课程的最终成绩相比，解剖学的实验室成绩和笔试成绩之间也没有显著差异。开展这项研究是因为学生和教师的态度各不相同，以及他们对以最有效和高效的方式开展该课程的了解。在我们这个专业中，关于教育方法的研究很少，当前方法的验证是必要的。
