本科超声波培训:在国家标准上对两个不同的同行辅助课程模型进行前性比较
Johannes Weimer1, Anna Dionysopoulou2, Kai-Uwe Strelow3
1Rudolf Frey Learning Clinic, University Medical Center of the Johannes Gutenberg University Mainz, Mainz, Germany. weimer@uni-mainz.de.
BMC medical education
|July 17, 2023
概括
10周的同行辅助学习 (PAL) 超声波课程 (模型A) 与为期两天的紧课程 (模型B) 相比,导致技能能力和知识获取显著提高. 两种模型都显示了学生对培训的满意度.
科学领域:
- 医学教育 医学教育
- 诊断成像 诊断成像 诊断成像
- 超声波技术 超声波技术 超声波技术
背景情况:
- 超声波技术对于临床实践至关重要.
- 医学院正在将超声波培训与各种课程结构相结合.
- 确定持久的超声波技能最有效的培训模式至关重要.
研究的目的:
- 为了比较两个同行辅助学习 (PAL) 超声波课程模型的有效性.
- 评估哪种模型最能传达持续的超声波技能和知识获取.
主要方法:
- 实施了两个PAL超声波课程模型 (10周的A型与2天的B型).
- 课程内容与德国医学超声波学会 (DEGUM) 的课程一致.
- 目标 结构化临床检查 (OSCE) 和问卷评估技能能力,知识获取和满意度.
主要成果:
- 模型A参与者在欧安组织考试中得分明显高 (中位数为43比39),并且比模型B参与者 (p <0.01) 获得了更多的知识 (平均1.71比1.43).
- 这两种模式在课程概念,教材和导师方面都获得了高满意度评分.
- 模型之间没有观察到对教材满意度的显著差异.
结论:
- 较长的,为期10周的超声波课程模型 (模型A) 与紧的,为期两天的模型 (模型B) 相比,可以带来更高的技能能力.
- 这两种培训方法都受到学生的欢迎.
- 需要进一步的研究来评估通过不同的超声波培训模型获得的技能长期保留的情况.
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