PDF(Pubmed)
Abstract：
Introduction: Biomedical Science distance learning courses offer flexibility in study while in employment. Asynchronous and self-learning approaches are common within such courses and often student-student interaction is limited. The aims of this study were to establish learning communities, develop confidence in participating in online teamwork and foster an appreciation of transferable skills including digital capabilities through remote group activities. Materials and Methods: Two cohorts of students (n = 20/n = 21) were enrolled in a microbiology module of an IBMS accredited MSc distance learning course. Groups of 4-5 students produced a digital output relating to current global infection-related issues, namely, assignment 1, production of a slide deck, which peers could use as learning resources and assignment 2, a voiceover PowerPoint debate, and infographic, voting assessment and peer/self-marking. Students also prepared reflections using written format and a FlipGrid video-recording. A qualitative content analysis was conducted on reflections from all students. Students completed a pre- and post-assignment survey focused on the development of transferable skills for the biomedical sector. Results: Students\' skills and confidence increased following completion of the group assignment, as evident from the pre- and post-questionnaire responses, namely, possession of digital skills and digital creation abilities (29% v 83%), applying for jobs which require digital skills (54% v 89%), talking about examples of using digital media during job interviews (21% v 78%) and demonstration of creativity during assignment tasks (33% v 90%). Critical thinking was more commonly demonstrated during the debate in comparison to the slide deck activity (p = 0.001). The importance of developing digital skills, was higher following completion of the group activities (p = 0.03). Students reflected on the value of the group activities in relation to knowledge acquisition (85%, 86%), collegiality (70%, 71%), digital skills development (80%, 90%), the fact that the activities were enjoyable (70%, 67%) and the development of peer interaction and support (50%, 67%) in relation to assignment 1 and 2, respectively. Discussion: Increasingly digital technologies are being used in the healthcare sector resulting in updated HCPC Standards of Proficiency. This study highlights that virtual group activities promote the establishment of supportive learning communities and the development of transferable skills including digital capabilities for application within the biomedical science workplace.
摘要：
简介：生物医学科学远程学习课程在就业时提供学习的灵活性。在此类课程中，异步和自学方法很常见，并且学生之间的互动往往受到限制。本研究的目的是建立学习型社区，培养参与在线团队合作的信心，并通过远程小组活动培养对包括数字能力在内的可转移技能的欣赏。材料和方法：两组学生（n=20/n=21）参加了IBMS认可的MSc远程学习课程的微生物学模块。由4-5名学生组成的小组制作了与当前全球感染相关问题有关的数字输出，即,任务1，幻灯片甲板的生产，哪些同龄人可以用作学习资源和作业2，在PowerPoint辩论中配音，和信息图，投票评估和同行/自我评分。学生还使用书面格式和FlipGrid视频录制准备了反思。对所有学生的反映进行了定性的内容分析。学生完成了一项作业前和作业后调查，重点是发展生物医学领域的可转移技能。结果：完成小组作业后，学生的技能和信心得到提高，从问卷前和问卷后的回答中可以明显看出，即,拥有数字技能和数字创造能力(29%对83%)，申请需要数字技能的工作(54%对89%)，谈论在工作面试中使用数字媒体的例子（21％v78％）和在分配任务中展示创造力（33％v90％）。与滑梯甲板活动相比，在辩论中更普遍地表现出批判性思维（p=0.001）。发展数字技能的重要性，在完成小组活动后更高(p=0.03)。学生反映了小组活动与知识获取相关的价值(85%，86%），学院(70%，71%），数字技能发展(80%，90%)，活动令人愉快的事实(70%，67%)和同伴互动和支持的发展(50%，67%)分别与任务1和2有关。讨论：越来越多的数字技术被用于医疗保健领域，导致更新的HCPC水平标准。这项研究强调，虚拟小组活动促进了支持性学习社区的建立和可转移技能的发展，包括在生物医学科学工作场所应用的数字能力。
