物理治疗学生的学业成绩和满意度,在混合模式下进行胸部物理治疗课程后:一个病例对照研究
Raffaella Bellini1, Giacomo Rossettini1, Amir Letafatkar2
1School of Physiotherapy, University of Verona, Verona, 37100, Italy.
Scientific reports
|October 24, 2024
概括
胸部物理治疗教育的混合电子学习显示出局限性. 与COVID-19大流行期间的远程学习相比,面对面的学习在实践技能和整体绩效方面获得了更高的分数.
科学领域:
- 医学教育 医学教育
- 物理治疗培训 物理治疗培训
- 电子学习的有效性 电子学习的有效性
背景情况:
- 由于COVID-19大流行,需要灵活的学习解决方案,例如物理治疗学生的混合电子学习.
- 混合电子学习在教学重症监护和气道清理技术方面的有效性以前是未确定的.
- 在混合物理治疗教育中评估学术成绩和满意度对于调整教学方法至关重要.
研究的目的:
- 评估学术成绩和学生满意度,使用混合课堂教学方法来教授气道清除技术.
- 为了比较COVID-19大流行期间在物理治疗研讨会中面对面与远程参与的有效性.
主要方法:
- 一项追溯病例控制研究,涉及41名理疗学生.
- 学生们亲自或远程参加了"关键区域和气道清除技术"研讨会.
- 评估包括理论知识 (多选题),实践技能 (检查清单) 和学生满意度 (利克特级).
主要成果:
- 与远程组相比,面对面的组表现出明显更高的总分 (中位数差异:6 ,效果大小1.48) 和实践技能分 (中位数差异:4 ,效果大小2.05).
- 在面对面和远程组之间的理论知识得分没有发现任何显著差异 (中位数差异:2,效果大小:0.61).
- 在两种学习模式之间,学生满意度水平是可比的.
结论:
- 混合电子学习虽然提供了灵活性,但与传统的面对面指导相比,可能会限制胸部物理治疗中的实践技能.
- 气道清理技术的远程学习导致整体和实际表现较低,这表明潜在的教学挑战.
- 尽管有局限性,但混合方法使学生能够在疫情期间获得必要的知识.
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