评估电子学习课程对医疗专业人员基因素识的影响和挑战
Miwa Arita1, Takami Maeno2, Emiko Noguchi1
1Department of Clinical Genetics, University of Tsukuba Hospital, Japan.
International journal of medical education
|November 25, 2024
概括
这项研究发现,电子学习课程在没有先前遗传医学经验的医生中提高了基因素素养. 基于实践的进一步教育可能会使经验丰富的医生受益.
科学领域:
- 医疗教育 医学教育
- 基因组识字 基因组识字
- 医生培训 医生培训 医生培训
背景情况:
- 医生基因识别对于将遗传医学纳入实践至关重要.
- 电子学习为医学教育提供了灵活的方法.
- 评估教育干预措施对医生知识和行为的影响至关重要.
研究的目的:
- 评估一门面向医生的遗传医学电子学习课程的学习效果.
- 通过有针对性的教育,提高医疗保健专业人员的基因素养.
主要方法:
- 一种混合方法的方法调查了日本的103名医生.
- 课程前后的问卷和测试评估了学习.
- 配对样本t测试和曼-惠特尼U测试分析了根据临床经验的得分差异.
主要成果:
- 80%的参与者对课程进行了积极评价.
- 平均测试分数从71.25显著增加到74.58 (p=0.008).
- 没有遗传医学经验的医生显示得分有显著改善 (68.94至75.53,p<0.001),与经验丰富的医生 (73.47至73.67,p=0.903) 不一样.
结论:
- 电子学习课程有效地提高了基因组素养,为新的遗传医学医生.
- 经验丰富的医生可能需要更多基于实践的教育策略.
- 需要进一步的研究来评估干预后的行为变化.
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