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比较基于思维导图和讲座的教学学习方法在牙科AnaesthesiologyBangalore牙科本科生使用Solo分类中,印度

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目的:比较两种教育方法基于思维导图和课堂教学方法)牙科本科生使用的结构观察学习结果(独奏)分类法作为评估工具。材料与方法:这个横截面比较研究牙科本科生中进行了他们的最后一年(n = 45)。学生被分为基于讲座学习(LBL)和思维导图(毫米)组。三个交易日两组。第一次会议之后,MM组学习思维导图,思维导图的原则,建设。LBL组演讲后只有一组讨论。两个会话是两组重复相同的步骤。第三课结束时,所有的学生都有一个共同的考试。SOLO分类是用来评估两种教育方法。毫米和LBL组之间相比分数。 Student paired and unpaired t-test was used for statistical evaluation and significance level was set at p<0.05. Results: Final year students (n=45, 13 males, 32 females) participated in the study. Total score in the post test among the MM was higher than LBL group (15.57+6.51 vs 8.41+2.62, p=0.001). Analysis between both the groups revealed significant differences between scores in MM and the LBL group in the various SOLO taxonomy categories, especially in the extended abstract category with the post test score mean of 4.66+1.87 in MM group and 3.6+1.22 in LBL group (p=0.001). Conclusion: The results of the study showed that the students in MM group performed better as compared to LBL group. Mind mapping method was more effective in teaching the under graduate students. These findings suggest that integration of mind mapping in the curriculum maybe effective in promoting student’s deep learning.

博士,博士Shruthi Eshwar一些Jain,瑞卡K博士和Supriya Manvi

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