在线与混合临床技能实验室学习对学生学业成绩的影响:印度尼西亚的一个案例研究
Zulvikar Syambani Ulhaq1, Ferry Nur Nasyroh2, Amalia Nur Aisa2
1Research Center for Pre-Clinical and Clinical Medicine, National Research and Innovation Agency Republic of Indonesia, Cibinong, West Java, Indonesia.
American journal of medicine open
|July 22, 2024
概括
医学教育中的临床技能实验室 (CSL) 的混合学习优于完全在线的CSL. 混合课程的学生取得了更高的学业成绩,这表明在线CSL可能不足以发展关键技能.
科学领域:
- 医学教育 医学教育
- 数字健康数字健康
- 临床技能培训 临床技能培训
背景情况:
- 随着COVID-19的流行,在高等教育中加快了在线和混合学习的采用.
- 临床技能实验室 (CSL) 对于医学学生的培训至关重要.
- 评估医学教育中不同学习模式的有效性至关重要.
研究的目的:
- 为了比较医学本科生在线与混合临床技能实验室 (CSL) 的学术表现.
- 评估学生对在线和混合CSL学习环境的看法.
主要方法:
- 一项涉及101名本科医学学生的比较研究,分为在线CSL和混合CSL组.
- 学术成绩使用客观结构化临床考试 (OSCE) 评分来衡量.
- 通过问卷收集学生的反,以评估学习计划的质量.
主要成果:
- 与在线CSL组相比,混合CSL组的学生获得了较高的OSCE分数.
- 两组都发现CSL重要和临床视频演示有用.
- 在线CSL组的学生报告说,在线CSL的有效性较低,并认为在线CSL不足以获得技能.
结论:
- 与完全在线方法相比,混合学习模型为医学学生教授临床技能提供了更大的价值.
- 仅在线的CSL可能无法充分为医学学生提供必要的临床能力.
- 未来的医学教育策略应该考虑混合学习对实际技能发展的好处.
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