评估医疗保健专业教育中的基于问题的虚拟教程
Jenna Smith-Turchyn1, Justine Hamilton1, Jocelyn E Harris1
1School of Rehabilitation Science, McMaster University, Hamilton, Ontario, Canada.
在卫生专业教育中,基于问题的虚拟辅导 (PBT) 被发现对大多数学生和导师来说是有效和令人满意的. 最近的学生群体更喜欢虚拟的PBT,这表明它对于后流行病课程设计的可行性.
科学领域:
- 健康 专业 教育 卫生 专业 教育
- 在线学习在线学习
- 教学教育学 在教学上
背景情况:
- 基于问题的教程 (PBT) 是卫生专业课程中一个关键的学习方法.
- 转向虚拟学习需要对PBT在在线环境中的有效性进行评估.
- 了解学生和导师的观点对于优化虚拟PBT交付至关重要.
研究的目的:
- 为了比较虚拟与面对面基于问题的教程 (PBT) 的学习效率.
- 评估学生和导师对职业治疗,物理治疗和语音语言病理学课程中的虚拟PBT的满意度.
主要方法:
- 通过对学生和导师进行在线调查,进行一项横向的质量改进研究.
- 使用描述性统计学和千平方/费舍尔精确测试分析的定量数据.
- 通过内容分析分析的开放式问题的定性数据.
主要成果:
- 77%的学生和89%的辅导员对虚拟PBT表示高度满意.
- 大多数参与者发现虚拟PBT对于探索课程内容是有效的.
- 最新的队列中的学生对虚拟教程的评价明显更高 (p=0.01).
结论:
- 虚拟PBT有效地满足课程目标,并确保高用户满意度.
- 虚拟PBT是健康专业课程的成功和可行的教育模式.
- 研究结果支持将虚拟PBT整合到流行病后的健康教育课程设计中.
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