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远程和/或虚拟学习是否能像亲自学习一样有效地为一年级医师助理学生做好临床轮换的准备?

Sonia Rupani^1,2,3,4, Nancy Trimble^1,2,3,4, William Schweinle^1,2,3,4

¹Sonia Rupani, DMS, MS, PA-C, AE-C, is an assistant professor, director of clinical education, Physician Assistant Studies, Lincoln Memorial University, Knoxville, Tennessee.

The journal of physician assistant education : the official journal of the Physician Assistant Education Association

|July 19, 2023

概括

医生助理 (PA) 学生发现远程学习提供了灵活性,但不喜欢它用于临床轮换准备. 需要进一步的研究来评估远程学习.

科学领域:

医学教育医学教育
健康专业教育卫生专业教育
全球流行病应对行动

背景情况:

在全球范围内,COVID-19疫情对医疗保健教育产生了重大影响.
医生助理 (PA) 计划适应在中断的情况下保持学生培训.
维护未来PA的教育连续性是一个优先事项.

研究的目的:

评估PA学生对远程和/或虚拟学习有效性的看法.
了解远程学习如何影响为临床轮换做好准备.
收集有关学生在疫情期间的经历的见解.

主要方法:

进行了一项混合方法试点研究.
调查收集了来自3个美国PA课程的学生的定量和定性数据.
统计分析包括响应分布,平均值和标准偏差.

主要成果:

达到了46.8%的应答率 (94名参与者).
参与者注意到远程学习带来的灵活性和工作与生活平衡的好处.
然而,学生们通常并不认为远程平台是临床轮换准备的最佳选择.

结论:

远程学习提供了诸如灵活性之类的优势,但可能无法充分为学生做好临床实践的准备.
建议进行更大规模的研究,以进一步调查疗效.
在未来的研究中,将客观的绩效指标与感知相结合至关重要.

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