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首頁(yè)> 美國(guó)衛(wèi)生研究院文獻(xiàn)>Advances in Physiology Education >The use of team-based guided inquiry learning to overcome educational disadvantages in learning human physiology: a structural equation model
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The use of team-based guided inquiry learning to overcome educational disadvantages in learning human physiology: a structural equation model

機(jī)譯：使用基于團(tuán)隊(duì)的指導(dǎo)性探究學(xué)習(xí)克服學(xué)習(xí)人類生理學(xué)中的教育缺陷：結(jié)構(gòu)方程模型

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摘要

The study of human bioscience is viewed as a crucial curriculum in allied health. Nevertheless, bioscience (and particularly physiology) is notoriously difficult for undergraduates, particularly academically disadvantaged students. So endemic are the high failure rates (particularly in nursing) that it has come to be known as “the human bioscience problem.” In the present report, we describe the outcomes for individual success in studying first-year human physiology in a subject that emphasises team-based active learning as the major pedagogy for mastering subject learning outcomes. Structural equation modeling was used to develop a model of the impact team learning had on individual performance. Modeling was consistent with the idea that students with similar academic abilities (as determined by tertiary entrance rank) were advantaged (scored higher on individual assessment items) by working in strong teams (teams that scored higher in team-based assessments). Analysis of covariance revealed that students who studied the subject with active learning as the major mode of learning activities outperformed students who studied the subject using the traditional didactic teaching format (lectures and tutorials, P = 0.000). After adjustment for tertiary entrance rank (via analysis of covariance) on two individual tests (the final exam and a late-semester in-class test), individual student grades improved by 8% (95% confidence interval: 6–10%) and 12% (95% confidence interval: 10–14%) when students engaged in team-based active learning. These data quantitatively support the notion that weaker students working in strong teams can overcome their educational disadvantages.
機(jī)譯：人類生物科學(xué)的研究被視為相關(guān)健康的關(guān)鍵課程。然而，眾所周知，生物科學(xué)（尤其是生理學(xué)）對(duì)于本科生尤其是學(xué)術(shù)上處于不利地位的學(xué)生來說很難。高失敗率（尤其是在護(hù)理中）的流行是眾所周知的“人類生物科學(xué)問題”。在本報(bào)告中，我們描述了在學(xué)習(xí)第一年人類生理學(xué)的過程中個(gè)人成功的結(jié)果，該主題強(qiáng)調(diào)基于團(tuán)隊(duì)的主動(dòng)學(xué)習(xí)是掌握主題學(xué)習(xí)結(jié)果的主要方法。使用結(jié)構(gòu)方程建模來開發(fā)團(tuán)隊(duì)學(xué)習(xí)對(duì)個(gè)人績(jī)效產(chǎn)生影響的模型。通過與強(qiáng)大的團(tuán)隊(duì)（在基于團(tuán)隊(duì)的評(píng)估中得分較高的團(tuán)隊(duì)）合作，可以使具有相似學(xué)術(shù)能力（由大學(xué)入學(xué)排名確定）的學(xué)生獲得優(yōu)勢(shì)（在個(gè)人評(píng)估項(xiàng)目中得分更高），這一模型是一致的。協(xié)方差分析表明，以主動(dòng)學(xué)習(xí)作為學(xué)習(xí)活動(dòng)的主要方式來學(xué)習(xí)該主題的學(xué)生要比使用傳統(tǒng)的教學(xué)法（課程和輔導(dǎo)，P = 0.000）學(xué)習(xí)該主題的學(xué)生要好。在通過兩項(xiàng)單獨(dú)的測(cè)試（期末考試和一個(gè)學(xué)期末的課堂上測(cè)試）調(diào)整了大學(xué)入學(xué)排名（通過協(xié)方差分析）后，單個(gè)學(xué)生的成績(jī)提高了8％（95％置信區(qū)間：6-10％），并且學(xué)生進(jìn)行基于團(tuán)隊(duì)的主動(dòng)學(xué)習(xí)時(shí)為12％（95％置信區(qū)間：10–14％）。這些數(shù)據(jù)定量地支持了這樣的觀點(diǎn)，即在強(qiáng)大的團(tuán)隊(duì)中工作的弱勢(shì)學(xué)生可以克服他們的教育劣勢(shì)。

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