通过混合学习教导胸管插入:一个多维分析
Junko Tokuno1, Sofia Valanci-Aroesty2, Hayaki Uchino3
1Steinberg Centre for Simulation and Interactive Learning, Faculty of Medicine and Health Sciences, McGill University, Montreal, Quebec, Canada.
这项研究表明,混合学习,将电子学习与模拟相结合,可以提高外科住院医生的胸管插入方面的知识和技能. 电子学习模块是有效的,易于使用,并优化了认知负载.
科学领域:
- 医学教育 医学教育
- 进行外科手术培训.
- 教育中的技术教育中的技术
背景情况:
- 新兴技术越来越多地用于外科教育.
- 需要证据来确保技术增强,而不是阻碍学习.
- 在模拟之前使用电子学习的混合学习方法被开发为胸管插入训练.
研究的目的:
- 评估胸腔管插入混合学习计划的学习有效性.
- 评估电子学习模块的认知负载和可用性.
主要方法:
- 创建了一个交互式电子学习模块.
- 一年级的外科住院医生被随机分为电子学习和对照组.
- 评估了知识,技术技能,认知负载和可用性.
主要成果:
- 电子学习组表现出显著的知识改进 (P=.047).
- 100%的电子学习组取得了熟练程度,而对照组的60% (P=.06).
- 电子学习降低了外在认知负载,增加了内在认知负载,具有高的可用性评级.
结论:
- 与模拟集成的交互式电子学习改善了胸管插入的学习成果.
- 这种混合方法对认知负载和可用性产生了积极的影响.
- 这种方法需要对其他程序技能培训进行进一步评估.
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