Exploring student preferences with a Q-sort: the development of an individualized renal physiology curriculum.
Exploring student preferences with a Q-sort: the development of an individualized renal physiology curriculum.
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通过 Q 排序探索学生偏好：个性化肾脏生理学课程的开发。
DOI：
10.1152/advan.00028.2015
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发表时间：
2015
影响因子：
2.1
通讯作者：
Lehrich,RuedigerW
中科院分区：
文献类型：
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作者：
Roberts,JohnK;Hargett,CharlesW;Nagler,Alisa;Jakoi,Emma;Lehrich,RuedigerW
医学教育改革正在进行中，但改革的最佳途径尚未出现。在计划重新设计杜克医学院的肾脏生理学课程时，作者使用Q-sort调查来评估学生的态度和学习偏好，以告知课程变化。作者邀请杜克大学医学院的一年级医学生在肾脏生理学的第一天进行q排序调查。学生优先考虑与他们对肾脏生理学的理解、学习偏好、首选课程特点、肾脏生理学的临床相关性以及对肾脏学作为职业的兴趣相关的陈述。采用质心法进行逐人因子分析。三个主要因素被强烈地定义为学习偏好：“读者”更喜欢使用笔记、教科书，避免讲课；“社会听觉型学习者”更喜欢听课、互动和与同伴合作；而“视觉学习者”更喜欢学习图像、图表和在线观看材料。一个较小的，第四个因素代表了一小群对肾脏生理学和肾脏病学有强烈倾向的学生。总之，Q-sort调查确定并详细描述了我们学生的主要观点。学习风格偏好比其他任何领域都更能区分一年级学生。一个更加个性化的课程将同时迎合课堂上不同类型的学习者。
Medical education reform is underway, but the optimal course for change has yet to be seen. While planning for the redesign of a renal physiology course at the Duke School of Medicine, the authors used a Q-sort survey to assess students' attitudes and learning preferences to inform curricular change. The authors invited first-year medical students at the Duke School of Medicine to take a Q-sort survey on the first day of renal physiology. Students prioritized statements related to their understanding of renal physiology, learning preferences, preferred course characteristics, perceived clinical relevance of renal physiology, and interest in nephrology as a career. By-person factor analysis was performed using the centroid method. Three dominant factors were strongly defined by learning preferences: “readers” prefer using notes, a textbook, and avoid lectures; “social-auditory learners” prefer attending lectures, interactivity, and working with peers; and “visual learners” prefer studying images, diagrams, and viewing materials online. A smaller, fourth factor represented a small group of students with a strong predisposition against renal physiology and nephrology. In conclusion, the Q-sort survey identified and then described in detail the dominant viewpoints of our students. Learning style preferences better classified first-year students rather than any of the other domains. A more individualized curriculum would simultaneously cater to the different types of learners in the classroom.