Λεπτομέρειες βιβλιογραφικής εγγραφής
| Τίτλος: |
情境学习理论视域下角色扮演法对公共卫生专业本科生实践能力的影响研究 |
| Alternate Title: |
Impact of role-playing method on practical competence of public health undergraduates from the perspective of situational learning theory. |
| Συγγραφείς: |
古丽巴旦·托汗1, 王艳杰1 wangyanjie166@sina.com, 加沙尔·哈孜泰2, 姚佳乐1 |
| Πηγή: |
Modern Preventive Medicine. 2026, Vol. 53 Issue 14, p2683-2688. 6p. |
| Θεματικοί όροι: |
*Role playing, *Situated learning theory, *Experiential learning, *Emergency management education, *Professional competence, *Communities of practice, *Public health education, *Teaching methods |
| Abstract (English): |
Objective To investigate the efficacy of role-playing in enhancing students' practical capabilities for responding to public health emergencies, grounded in situated learning theory. Methods Employing the Delphi expert consultation method (n=12), the practical course content was systematically developed. A role-playing teaching approach based on the five-act scenario playCampus Defence was implemented with 120 students from the School of Public Health at a medical university. Results Experts reached high consensus on core modules such as "contingency planning" and "case reporting," providing scientific rationale for scenario development. Quantitative analysis revealed that post-intervention scores (70.94±18.83) significantly exceeded pre-intervention scores (54.43±19.11) (t=12.52,P<0.001), with a substantial effect size (Cohen's d=1.16). Senior students, female cohorts, and those of intermediate academic standing demonstrated particularly marked improvements. Conclusion By establishing a "community of practice," role-playing effectively facilitated students' construction of practical knowledge within authentic scenarios. This approach provides theoretical support and a replicable pathway for bridging the knowledge-practice gap in public health education. [ABSTRACT FROM AUTHOR] |
| Abstract (Chinese): |
目的 基于情境学习理论, 探讨角色扮演法在提升学生应对突发公共卫生事件实践能力的有效性。方法 采用德尔菲专家咨询法（n=12）系统构建实践课程内容, 并以某医科大学公共卫生学院120名学生为研究对象, 实施基于五幕情景剧《校园防线》的角色扮演教学。结果 专家在"预案制定""病例报告"等核心模块达成高度共识, 为情景剧开发提供了科学依据。量化分析表明, 学生实践后测得分（70.94±18.83）显著高于前测（54.43±19.11）（t=12.52,P<0.001）, 且效应量较大（Cohen's d=1.16）。高年级学生、女生群体及中等排名学生提升尤为显著。结论 角色扮演法通过创设"实践共同体", 有效促进了学生在真实情境中实践性知识的建构, 为弥合公共卫生教育"知行鸿沟"提供了理论支持与可复制的实践路径. [ABSTRACT FROM AUTHOR] |
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