对医学教育中混合学习的随机对照试验报告质量的探索和评估
Xiaoli Zhang1, Guanran Zhang1, Yanru Chen2
1Key Laboratory for Experimental Teratology of Ministry of Education, Department of Histology and Embryology, School of Basic Medical Sciences, Shandong University, Jinan, Shandong, China.
概括
医学教育中混合学习的随机对照试验的质量很差,许多人没有遵循CONSORT指南. 需要改进报告的关键元素,如样本大小和盲目的可靠的未来研究.
科学领域:
- 医学教育 医学教育
- 教育技术的教育技术
- 研究方法研究方法研究方法学
背景情况:
- 混合学习是医学教育中普遍存在的教学模式,通常被认为优于传统方法.
- 由于多种影响因素,评估混合学习的具体优势是复杂的.
- 高质量的证据对于理解混合学习干预措施的有效性至关重要.
研究的目的:
- 评估医学教育中混合学习发表的随机对照试验 (RCT) 的方法质量.
- 根据2010年报告试验综合标准 (CONSORT) 声明,识别RCT的报告缺陷.
- 为提高未来该领域的研究质量提供建议.
主要方法:
- 在PUBMED和EMBASE系统搜索2010年1月1日至2021年12月31日期间发表的医学混合学习的RCT.
- 使用基于2010年CONSORT声明的28点评分系统对22个选定的RCT进行质量评估.
- 多变量分析考虑出版年份,地区,期刊影响因子,样本大小和主要结果.
主要成果:
- 其中一半的RCT未能明确报告2010年CONSORT声明所要求的至少34%的项目.
- 尽管混合学习的出现 (自2010年以来公布的RCT的95.45%),但关键的研究元素得到了不充分的解决.
- 报告的主要问题包括样本大小,盲目化和分配隐.
结论:
- 在医学教育中混合学习的RCT的质量仍然不令人满意,即使在CONSORT声明发表十多年后.
- 对基本方法细节的不充分报告会损害研究结果的可靠性.
- 研究人员,审稿人和编辑必须协作,以确保遵守CONSORT指南,以提高研究质量.
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