与医学生的腹部超声波教学相比,接近同行 - 一个随机对照试验
Roman Hari1,2, Kaspar Kälin1, Tanja Birrenbach3
1Faculty of Medicine, University of Bern Institute of Primary Health Care, Bern, Switzerland.
概括
与传统的教师领导的课程相比,一个混合的近同行超声波教学计划显著提高了医学学生的知识. 这种方法,包括间隔重复,为增加超声波训练需求提供了有效的解决方案.
科学领域:
- 医学教育 医学教育
- 照顾点的超声波培训培训
背景情况:
- 医学院越来越多地利用近同行导师进行超声波教育.
- 医疗课程中对有效的超声波培训计划的需求越来越大.
研究的目的:
- 为了比较混合近同行超声波教学计划与标准教师主导课程的有效性.
- 评估医学学生对超声波知识的长期保留.
主要方法:
- 一个随机对照试验,涉及152名医学学生.
- 21小时的混合近同行课程 (间隔重复) 与由教师领导的欧洲常用腹部超声波课程的比较.
- 通过基线和干预后6个月的结构化检查评估超声波知识.
主要成果:
- 接近同行组在6个月后表现出显著更高的知识分数 (37比31分,p<0.001).
- 与教师教学相比,近同行教学导致了更好的课程后立即成绩,并且在6个月内知识衰退明显减少.
- 超声波技能在教师组显著下降,但在近同行组课程后保持稳定.
结论:
- 一个混合的近同行超声波教学计划,结合电子学习和间隔重复,比标准的教师教学更有效的基本超声波教育.
- 该模型为医疗机构提供了一个可扩展和有效的战略,以满足对超声波能力的日益增长的需求.
- 同行指导的教学与现代教学技术相结合,提高了医学学员的知识保留和技能获取.
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