在COVID大流行期间数字临床教学策略:一个范围审查
Miranda Voss1,2, Anne Geniets1, Niall Winters1
1Department of Education, University of Oxford, Oxford, UK.
Medical science educator
|March 21, 2024
概括
由COVID-19加速的数字临床教学可能会增强医学教育. 然而,虚拟方法难以取代真实患者互动,特别是在一般专科,限制了可扩展性.
科学领域:
- 医学教育 医学教育
- 数字健康数字健康
- 全球流行病应对行动
背景情况:
- 由于COVID-19的封锁,医学生的患者访问受到限制.
- 数字临床教学在疫情期间作为一种替代方案出现.
- 该研究考察了数字教学策略和成果,以告知未来的课程.
研究的目的:
- 审查在COVID-19流行期间使用的数字临床教学方法.
- 评估这些数字战略的有效性和局限性.
- 为流行病后的医学教育提供见解.
主要方法:
- 范围审查与探索性的专题综合.
- 分析了83篇关于COVID-19第一年数字临床教学的报告.
- 将策略分类为远程医疗,基于虚拟案例的教学,虚拟轮换等.
主要成果:
- 远程医疗的采用加速;未来课程中需要的技能.
- 基于虚拟案例的教学面临着参与挑战.
- 虚拟轮换在以视觉为导向的专业 (放射学,皮肤病学) 中是有效的.
- 对于缺乏现实世界临床复杂性的一般专业,数字教学不足.
- 大多数研究报告了学生的反应,很少有人报告知识/技能的变化.
- 导师的要求很高,限制了可扩展性.
结论:
- 远程医疗可以补充医学课程,但数字方法不能完全取代面对面的患者暴露.
- 效果因专业而异,视觉场受益最多.
- 数字临床教学的可扩展性受到教师负担和缺乏理论基础的限制.
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