居民对同步播放教学的看法:一种定性研究
Rachel S Casas1, Jennifer L Cooper1, Susan A Glod2
1Division of General Internal Medicine, Penn State Milton S. Hershey Medical Center, Hershey, PA, USA.
Journal of medical education and curricular development
|September 24, 2024
概括
内科住院人员发现,同步播放教育提高了参与度,但指出了与社会联系和各种经验的挑战. 解决这些问题是未来混合医学培训模式的关键.
科学领域:
- 医学教育 医学教育
- 定性研究是指质量研究.
- 全球流行病应对行动
背景情况:
- 由于COVID-19大流行,医疗教育需要做出调整,平衡学习与安全问题.
- 内部医学 (IM) 住院课程采用了"并发"会议,将面对面的小组与虚拟的大组参与相结合.
- 本研究探讨了居民对同步播放教育模式的看法.
研究的目的:
- 从IM居民的角度描述同步播放教育环境的优缺点.
- 在疫情期间,比较同步播放,虚拟和面对面学习环境中的居民体验.
主要方法:
- 在2020-2021学年期间,在宾夕法尼亚州立大学进行了一项涉及IM类别居民的定性研究.
- 半结构化,30分钟的虚拟焦点小组与参与居民进行.
- 使用感应主题编码来分析居民的回应.
主要成果:
- 48%的受邀居民参与了.
- 居民报告说,与虚拟或大型团体相比,在同步播放的小组中,问责制更高.
- 面对面的环境是社会联系的首选,而教育工作者的技能和演示质量影响了所有环境中的参与.
结论:
- 居民对同步播放的反应因群体规模的舒适性,社会需求和教学感知而有所不同.
- 关键的挑战包括小组不适,不一致的学习经验,参与问题和技术问题.
- 缓解策略包括学习者分配,促进者培训和可持续混合教育的互动模式.
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