■在COVID-19大流行期间,向在线提供医学课程的快速过渡促进了医学教育的继续。虽然主动学习方法,包括基于团队的学习(TBL),在这种过渡期间,通常更支持学习者的需求,不同的学习环境如何影响学习者的动机仍然难以捉摸,订婚,和长期感知的学习。我们利用自决理论(SDT)和关键学习者的特征来探索学生在两个TBL学习环境中的参与度和感知学习水平,在线和面对面,在很长一段时间内。我们假设,与面对面的TBL课程相比,在线学生对参与和学习的自我报告观念会更低。
■这是一项混合方法研究,有49名临床前医学研究生为每种学习环境两次完成相同的问卷,在线TBL和面对面TBL,在八个月的时间里。收集了关于学习者特征的定量数据,基本心理需求满足,动机,学生的参与和感知学习。最终的问卷还探讨了参与者对学习环境更好地支持他们学习的看法。
■我们发现自治支持,感知能力和需求满意度,和感知学习高于在线。此外,大多数学习者认为面对面的TBL对学习更好,因为学习空间和实践社区的概念是通过亲自调解的。
■TBL,作为一种积极的教学方法,可以保持学生的参与度,因为它支持SDT结构和感知学习的许多方面。然而,在线TBL无法完全支持学生的需求和感知学习。因此,我们强烈主张将任何面对面的机会包括在课程中,作为面对面的课堂最好地支持学生的参与和感知学习。
UNASSIGNED: The rapid transition to online delivery of medical curriculum has facilitated the continuation of medical education during the COVID-19 pandemic. Whilst active learning approaches, including Team-Based Learning (TBL), are generally more supportive of the learner\'s needs during such transition, it remains elusive how different learning environments affect a learner\'s motivation, engagement, and perceived learning over a prolonged period. We leveraged on Self-Determination Theory (SDT) and key learners\' characteristics to explore the levels of student\'s engagement and perceived learning in two TBL learning environments, online and in-person, over an extended period. We hypothesize that students\' self-reported perceptions of engagement and learning will be lower in online compared to in-person TBL classes.
UNASSIGNED: This is a mixed methods study with 49 preclinical graduate medical students completing the same questionnaire twice for each learning environment, online TBL and in-person TBL, over an eight-month period. Quantitative data were collected on learners\' characteristics, basic psychological needs satisfaction, motivation, student\'s engagement and perceived learning. The final questionnaire also explored participants\' perception on which learning environment better supported their learning.
UNASSIGNED: We found that autonomy support, perceived competence and needs satisfaction, and perceived learning were higher in-person than online. Additionally, most learners felt that in-person TBL was better for learning, as the concepts of learning space and the community of practice were mediated by being in-person.
UNASSIGNED: TBL, being an active instructional method, can maintain students\' engagement because it supports many aspects of SDT constructs and perceived learning. However, online TBL is unable to fully support the students\' needs and perceived learning. Hence, we strongly advocate for any in-person opportunities to be included in a course, as in-person classes best supports students\' engagement and perceived learning.