在COVID-19疫情下重启核医学专业教育:从全体会议讲座到积极的电子学习
Andreas Tulipan1,2, Ankush Gulati2, Torjan Haslerud2,3
1Department of Nuclear Medicine, Oslo University Hospital, Oslo, Norway.
Clinical physiology and functional imaging
|February 27, 2024
概括
核医学 (NM) 专业培训从讲座转向了积极学习. 这种重新设计的电子课程格式保持了高参与者满意度,证明了医疗教育中积极学习策略的有效性.
科学领域:
- 医学教育 医学教育
- 核医学培训 核医学培训
背景情况:
- 北欧专业培训改革强调积极学习,但讲座占主导地位.
- 临床核医学 (NM) 传统的以讲座为基础的课程普遍存在.
研究的目的:
- 重新设计一个强制性的5天的临床核医学课程,以纳入积极学习原则.
- 与传统的基于讲座的形式相比,评估积极学习电子课程格式的有效性和参与者满意度.
主要方法:
- 取代了30个讲座的10个主题3小时的区块,结合了短讲座和小组案例研究分析.
- 利用了一个新成立的国家图书馆的匿名NM教学案例.
- 由于COVID-19,通过视频会议提供课程,从计算机实验室设置的初始计划进行调整.
主要成果:
- 74%的参与者完全同意电子课程格式是"好的".
- 100%的人认为实践练习"有用",比2016年以讲座为基础的课程的50%显著增加 (p < 0.001).
- 在自由文本答案中,所有12名受访者都只报告了电子学习的优势.
结论:
- 使用匿名教学案例的国家图书馆的积极学习方法对专业培训是有效的.
- 由于疫情导致的远程学习的过渡,并没有减少参与者对积极学习的满意度.
- 重新设计的课程证明了积极学习在核医学教育中的成功实施.
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