基于临床的交互式学习对医学学生在放射学方面的表现的影响
Uriel Wachsman1, Ilan Shelef1, Yotam Lior1
1Radiology Department, Soroka Medical Center, Ben-Gurion University of the Negev, 151Yitzchak Rager st, Beer-Sheva, Israel.
与传统讲座相比,互动的基于案例的学习显著提高了医学学生的放射学诊断技能. 这种增强的方法更好地为未来的临床医生准备识别关键的成像病理.
科学领域:
- 医学教育 医学教育
- 放射学 放射学是一门学科.
- 诊断成像 诊断成像 诊断成像
背景情况:
- 传统的基于讲座的放射学学习可能无法充分为医学学生做好临床实践的准备.
- 需要创新的教学方法来提高在本科放射学教育的诊断技能.
研究的目的:
- 评估从基于讲座的向基于实例的交互式学习过渡在本科放射学教育中的有效性.
- 通过现代教学技术,提高学生在放射学方面的诊断能力.
主要方法:
- 在2018-2019学年进行了比较研究.
- 一组接受了传统的基于讲座的教学 (TC),而另一组则使用Nearpod的交互式基于案例的学习体验了以临床为导向的课程 (COC).
- 学生的知识被评估使用相同的测试后问题与常见的诊断,通过Pearson的Chi-Square或费舍尔精确测试进行分析.
主要成果:
- 与传统组相比,基于案例的学习组 (65.1% ± 21.5) 的测试后得分明显高 (40.8% ± 19.1,p < 0.001).
- 所有评估病例的识别率有所改善,肺胸部识别率显著增加 (4.2%至61.8%,p < 0.001).
结论:
- 基于临床案例的教学与Nearpod等交互式网络应用程序相结合,显著提高了关键成像病理的识别.
- 这种创新方法改善了放射学教育,并更好地为未来的临床角色准备了医学学生.
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