使用办公时间约会数据来说明COVID-19期间和之后学生与教师互动的下降
Briana Fahey1,2, Stephen Boddy3,2
1Department of Physiology, Neuroscience and Behavioral Sciences, St. George's University, School of Medicine, Grenada.
Advances in physiology education
|June 17, 2024
概括
在COVID-19期间的紧急远程教学 (ERT) 在第一年医学学生中显著减少了学生与教师的互动 (SFI),特别影响了男性. 这种下降在流行病后持续,突出了需要主动教师参与战略的需要.
科学领域:
- 医学教育 医学教育
- 学生的参与 学生的参与
- 远程学习的影响
背景情况:
- 学生与教师的互动 (SFI) 对于学术成功和留学生至关重要.
- 关于紧急远程教学 (ERT) 对SFI的影响的定量数据有限.
- 由于COVID-19的流行,医疗教育需要迅速转向ERT.
研究的目的:
- 调查COVID-19 ERT对第一年医学生的SFI的影响.
- 为了确定ERT对SFI的影响是否取决于性别.
- 分析COVID-19大流行之前,期间和之后的SFI趋势.
主要方法:
- 追溯性,观察性队列研究设计.
- 分析办公时间 (OH) 预约的电子记录,以衡量SFI.
- 在三个时期的SFI数据的比较:COVID前,COVID期间和COVID后.
主要成果:
- 在COVID-19大流行期间和之后观察到SFI的显著下降.
- 与女性相比,男性的OH预约减少不成比例.
- 在恢复面对面教学后,没有观察到SFI的反弹.
- 生理学一直是OH预约中最常访问的学科.
结论:
- 转向ERT对SFI产生了持续的负面影响,性别差异明显.
- 需要积极的战略来促进教师的支持,并在后COVID时代重新吸引学生.
- 了解特定学科的参与模式,如生理学,是支持学生的关键.
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