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粘土建模作为泌尿病学学员的学习工具:叙述性审查和试点研究
Shannon J Leung1, Minna Blottner1, Sydney Wheeler1
1School of Medicine, Virginia Commonwealth University, Richmond, VA, USA.
Translational andrology and urology
|March 14, 2024
概括
粘土建模增强了医学教育,证明了对虚拟和面对面学习的有效性. 这种积极的学习工具吸引了学生,并评估了外科手术技能,特别是在泌尿病学培训中.
科学领域:
- 医学教育 医学教育
- 进行外科手术技能培训.
- 积极学习策略 积极学习策略
背景情况:
- 由于COVID-19大流行,人们不得不转向虚拟医学教育,限制了实践经验.
- 传统的教学方法在维护学生的参与和在虚拟环境中发展实际技能方面面临着挑战.
- 探索替代教育工具对于医疗培训的连续性和有效性至关重要.
研究的目的:
- 在医学教育中审查关于粘土建模的文献.
- 描述粘土建模在虚拟和面对面的泌尿病学子实习中的使用.
- 评估其在吸引学员和评估早期外科技能方面的有效性.
主要方法:
- 在医学教育中使用粘土建模的文献评论使用PubMed.
- 试点研究涉及在虚拟和面对面的泌尿器官子实习中粘土模拟生殖泌尿器官.
- 匿名调查收集并比较了虚拟和面对面的学生群体之间的反应.
主要成果:
- 文献审查确定了13篇出版物,没有一个专门针对泌尿病学.
- 二十五名学生参加;虚拟学习者报告了100%的相关性和创造性挑战的积极反应.
- 总的来说,60%的人认为这项活动具有创造性的挑战性,64%的人认为这项活动是愉快的,与现有文献保持一致.
结论:
- 粘土建模是提高医学教育学习和参与度的新工具.
- 它以前没有在虚拟环境或泌尿器科培训中得到描述.
- 这种主动学习方法可以补充或取代传统方法,有助于技能评估.
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