医生助理 学生对游戏化心脏听觉的态度 指导心脏听觉指导
Sarah Garvick1,2,3,4,5,6, Chris Gillette1,2,3,4,5,6, Nathan Bates1,2,3,4,5,6
1Sarah Garvick, MS, MPAS, PA-C, is an associate professor, Department of PA Studies, Wake Forest School of Medicine, Winston-Salem, North Carolina.
概括
医生助理 (PA) 学生在使用游戏化的移动应用程序课程后,对识别心脏声音的信心增加了. 这种创新方法有效地教导现代学习者心脏听觉技能.
科学领域:
- 医学教育 医学教育
- 数字健康数字健康
- 心脏病学 心脏病学
背景情况:
- 医生助理 (PA) 学习者更喜欢交互式,基于技术的学习.
- 有限的研究存在于游戏化在PA教育中的使用和接受.
- 传统的学习方法可能是被动的,需要创新的方法.
研究的目的:
- 为了评估医生助理 (PA) 学生的经验与一个游戏化的心脏听力学课程.
- 评估PA学生对教育中的游戏化学习的态度.
- 为了确定心脏听觉训练的游戏化方法的结果.
主要方法:
- 使用Littmann学习应用程序开发一个移动应用心脏听力课程 (MACAC).
- 实施混合学习,结合独立和小组活动.
- 通过作者创建的调查和标准化的知识/听觉评估收集数据.
主要成果:
- 大多数学生推该应用程序用于未来的PA队伍.
- 学生们报告说,他们对准确识别正常和异常心脏声音的信心增加了.
- 评估得分证实了心脏听力技能的熟练程度.
结论:
- 混合学习中的游戏化可以克服被动学习的局限性.
- 基于移动应用程序的学习是一种有效的,创新的方法来教授心脏听力学.
- 这项研究支持21世纪PA学习者使用游戏化的移动应用程序.
相关概念视频
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