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COVID-19课程变更对医学学生考试成绩的影响:一个案例系列

Joshua Ho¹, Joshua Levy¹, Nicholas Afshari²

¹Medical Education, Kirk Kerkorian School of Medicine at University of Nevada, Las Vegas (UNLV), Las Vegas, USA.

|May 27, 2024

概括

在COVID-19期间的在线医学教育显示,小组基于问题的学习 (PBL) 很难,而大组的教学讲座更有弹性. 这凸显了调整教学方法的必要性,以实现有效的在线医学课程交付.

科学领域:

医学教育医学教育
在线学习在线学习
课程开发课程开发

背景情况:

由于COVID-19大流行,医疗学校需要快速转向在线学习.
不同的机构采用了不同的教学策略,影响了教育成果.
柯克·克尔科里安医学院 (KSOM) 使用小组基于问题的学习 (PBL),而洛基维斯塔大学骨科医学院 (RVUCOM) 使用大组教学讲座.

研究的目的:

调查不同在线医学课程风格对学生考试成绩的影响.
为了比较小组互动与大组教学学习在疫情过渡期间的有效性.

主要方法:

根据标准化考试成绩 (高于/低于预期) 将KSOM和RVUCOM学生分类.
独立采样的t测试用于组比较.
KSOM的课程被定义为小组PBL;RVUCOM的作为大组教学讲座.

主要成果:

在过渡到在线PBL后,KSOM的学生得分高于全国平均水平 (55%vs77%) 显著下降.
在转向在线讲座后,RVUCOM没有显示出高于预期和低于预期组 (63%和65%) 的表现有显著差异.
在器官系统检查上,KSOM的COVID-19队列表现明显差于RVUCOM队列.

结论:

小组交互式学习 (PBL) 在在线格式中与大组教学讲座相比,证明不那么有弹性.
在RVUCOM的大组教学讲座在在线过渡期间更有效地保持学生的考试成绩.
确定弹性在线教学方法对于未来的医学课程调整至关重要.

关键词:

在COVID-19中,有很多人.电子学习 (e-learning) 是一个电子学习系统.考试成绩考试成绩考试成绩医学课程医学课程医学课程医学教育医学教育医学院医学院医学院在线学习在线学习.

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