@article{oai:dmu.repo.nii.ac.jp:00001529,
 author = {上田, 秀一 and 江原, 鮎香 and Shuichi, Ueda and Ayuka, Ehara},
 issue = {3},
 journal = {Dokkyo Journal of Medical Sciences},
 month = {Oct},
 note = {獨協医科大学医学部では平成27年度より，発展的に自己学習習慣を身につけさせるため，講義時間・カリキュラムの変更を行っている.この効果を検討するため，変更前の2 年間 （平成25 年度および平成26 年度） と変更後の2年間 （平成27年度および平成28年度） の「組織学総論」および「基礎神経科学」の試験結果を比較し解析した．対象は，平成25年度138 名，平成26年度129 名，平成27年度133 名，平成28年度121 名の2年生である．事後学習課題の提出・評価，中間試験成績，学期末試験成績の結果とそれぞれの関連を解析した．特に中間試験を形成的評価と位置づけ，総合的評価としての学期末試験に及ぼす影響について検討した．形成的評価として中間試験を取り入れることにより，学生の学習方法の改善と学習意欲を促し学期末試験結果が向上した．事前・事後学習課題の提示は，知識の定着に有効であった．また，課題の評価と成績は関連しなかったが，未提出や期限切れ提出を繰り返す学生が成績不良となることが多く，事前・事後学習課題の提示は，早期指導介入のスクリーニングとして有効であると考えられた．, Dokkyo Medical University made lecture time and curriculum changes, in effect since the 2015-16 school year, to help students learn self-study habits for their development. To examine the effectiveness of these changes, test results of “Introduction to Histology” and “Basic　Neuroscience” for the two years after the changes （i.e., the 2015-16 and 2016-17 school years）were compared to those of the two years before the changes （2013-14 and 2014-15） and analysis was performed. The comparison focused on second-year students, including 138 in 2013-14, 129 in 2014-15, 133 in 2015-16, and 121 in 2016-17. The correlations among post-class homework submission and scores, midterm test grades, and end-of-term test grades were analyzed. In particular, midterm tests （objective tests）were treated as formative scores and their effect on end-of-term tests（general scores）was examined. By introducing midterm tests（objective tests）as formative scores, the courses helped students/learners to improve their study methods, motivated them to study, and resulted in higher grades during end-of-term tests. Assigning preclass and post-class homework was an effective way to firmly establish knowledge. Additionally, though there was no correlation between homework scores and grades, students who repeatedly failed to submit homework or submitted it late often got poor grades, meaning that homework evaluation seems to be effective screening for early
guidance and intervention.},
 pages = {217--226},
 title = {第2学年「組織学総論」・「基礎神経科学」の教育効果の検討 ─中間試験導入と事前・事後学習課題の提示─},
 volume = {44},
 year = {2017}
}