工作人员和学生在从面对面的教学过渡到混合教学的临床经验
Melanie Nasseripour1, Ana Angelova Volponi1, Susha Rajadurai1
1Centre for Dental Education, Faculty of Dentistry, Oral and Cranio-Facial Sciences, King's College London, London, United Kingdom.
Frontiers in oral health
|March 26, 2024
概括
牙科教育在COVID-19大流行期间使用混合学习进行了调整. 关键发现表明,将临床学习与治疗分开有好处,但参与和在线疲劳需要注意有效的远程牙科教育.
科学领域:
- 牙科教育 牙科教育
- 医疗教育 技术 技术 医学教育
- 在学术界的流行病反应.
背景情况:
- 由于COVID-19的流行,牙科学校的教学方法需要快速适应.
- 传统的面对面临临床指导面临前所未有的破坏.
研究的目的:
- 以混合学习方法探索临床教师和本科牙科学生的经验.
- 在疫情期间确定远程和面对面的牙科教育的挑战和有效策略.
主要方法:
- 叙述性研究设计,包括通过视频会议进行远程采访.
- 对伦敦国王学院牙科,口腔和面科学学院 (FoDOCS) 的参与者采访数据的题材分析.
主要成果:
- 七个共同的主题出现了,突出了远程临床研讨会和以前面对面内容的在线交付所面临的挑战.
- 参与者报告说缺乏参与和显著的在线疲劳.
- 在将临床学习目标与直接患者治疗会话分开时,发现了益处.
结论:
- 混合学习模型为在流行病等紧急情况下的课程适应提供了宝贵的见解.
- 解决学生和教师的参与和减轻在线疲劳对于成功的远程牙科教育至关重要.
- 将教育意图与临床应用分开,可以提高牙科培训的学习成果.
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