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A Study on the Influencing Factors of Course-Choosing Behaviors and Learning Achievements for Medical Students' Gender Education
|關鍵字:||性別教育;學習成效;學習分析;醫學教育;gender education;learning achievement;learning analytics;medical education||Project:||教育科學期刊, Volume 16, Issue 1, Page(s) 19-55||摘要:||
Gender is an essential determinant of health and illness. Consequently, courses relating to gender sensibility empower health care professionals to identify health risks based on gender differences thereby helping in the decision-making and policy practice processes aimed at eliminating gender-based health inequality. Integrating gender education into medical education is an important training process to foster gender-related knowledge and awareness in health care professionals. We applied ideas related to Big Data and Learning Analytics to analyze a medical university gender education courses' data in this study. For this, we combined data derived from six semesters; 78 courses; 6,844 students' base, course, and instructor files; and score files to construct our research dataset. The objective of this study is to investigate the factors that influence students' course-choosing behaviors and learning achievements in gender education courses. The analysis revealed the following as significant factors that influence students' course-choosing behaviors and learning achievements: course type, teacher's gender, entrance channel, student status, and registered residence. In terms of student course-choosing behavior, the number of female students is higher than that of males. For six semesters, all course types (theory/communication), teacher's gender, entrance channel (entrance examination/application enrollment) have a statistically significant level. Communication-type courses and male teachers are more attractive to male students. Female students applying for admission using the individual applicant and school recommendation channels prefer to choose gender courses more than that of their counterparts, coming through joint college entrance examination. In terms of learning achievements, female students have a better study performance than that of males and have achieved statistically significant levels in all the six semesters. In sum, factors such as course type, teacher's gender, entrance channel, general students, and registered residence (districts of middle, north, and south in Taiwan) have a significant impact on the effectiveness of learning achievements for medical students' gender education.
|Appears in Collections:||教育科學期刊 第16卷 第1期|
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