CAJ | 학술논문

目的探讨不同学习风格的医学生接受案例教学法实施效果的差异.方法采用Felder学习风格问卷实名调查北京大学第三医院48名八年制见习医学生的学习风格,在内科学见习教学中,结合目前考核标准评价不同学习风格学生接受案例教学法的效果.结果学生具备反思型、感悟型、视觉型和综合型学习风格的居多,学生的学习类型的差异无统计学意义.在临床思维、临床技能和内科专业理论三个方面的见习考核中,不同学习风格学生的成绩差异无统计学意义.选择信息加工维度下具有明显学习偏向的学生进行亚组分析,发现具备明显活跃型学习风格的学生的见习成绩优于具有明显反思型学习风格的学生.结论学习风格测试为分析学生学习风格提供了客观依据,为促进教学改革,探索更高效、更科学的教学模式提供了一定的参考.
목적 탐토불동학습풍격적의학생접수안례교학법실시효과적차이.방법 채용Felder학습풍격문권실명조사북경대학제삼의원48명팔년제견습의학생적학습풍격,재내과학견습교학중,결합목전고핵표준평개불동학습풍격학생접수안례교학법적효과.결과 학생구비반사형、감오형、시각형화종합형학습풍격적거다,학생적학습류형적차이무통계학의의.재림상사유、림상기능화내과전업이론삼개방면적견습고핵중,불동학습풍격학생적성적차이무통계학의의.선택신식가공유도하구유명현학습편향적학생진행아조분석,발현구비명현활약형학습풍격적학생적견습성적우우구유명현반사형학습풍격적학생.결론 학습풍격측시위분석학생학습풍격제공료객관의거,위촉진교학개혁,탐색경고효、경과학적교학모식제공료일정적삼고.
Objective The different performance between 8-year program medical students with different learning styles in the case-based learning (CBL) sessions were investigated.Methods 48 medical students under 8-year program medical sutdents were divided into separate groups by Felder's learning style inventory questionnaire.The performance in internal medicine clinical practice was evaluated by present system.Results There were more students identified as reflective,sensual,visualand global learning styles.There were no significant gender differences in quizzes' scores and CBL performance.However,the CBL performance was higher in distinct active students than in distinct reflective students.Conclusions Learning styles questionnaire provides an optimal option to identify the different learning style in medical students and improve the effect of CBL.