将电子学习纳入本科医学培训的教育框架:尼日利亚对培训人员感知和准备情况的调查
Adesola Olubunmi Adekoya1, Oluwaseyitan Andrew Adesegun2, Abiola Omobonike Adekoya3
1Department of Paediatrics, Babcock University, Ilishan-Remo, Ogun State, Nigeria.
The Pan African medical journal
|January 27, 2025
概括
尼日利亚医学培训中电子学习的采用率很低,特别是在公共机构. 培训师对实用的在线组件犹不决,理由是连接和电源问题. 改进电子学习需要更多的机构和政府支持.
科学领域:
- 医学教育 医学教育
- 数字健康数字健康
- 医疗保健工作人员培训 医疗保健工作人员培训
背景情况:
- 在全球范围内,COVID-19大流行扰乱了医学教育.
- 电子学习为培训医疗保健专业人员提供了一个潜在的解决方案.
- 评估培训师的准备对于尼日利亚成功实施电子学习至关重要.
研究的目的:
- 调查尼日利亚医疗培训师对电子学习的看法和准备程度.
- 确定在医学本科培训中采用电子学习的障碍和促进因素.
主要方法:
- 在尼日利亚的医学学生培训师中进行了一项横截面研究.
- 通过谷歌表格收集的数据包括社会人口统计,感知和对电子学习的准备.
- 使用SPSS版本21.0.0进行统计分析.
主要成果:
- 300名教练参加了培训;大多数人愿意在网上讲课,但很少有人有以前的经验.
- 对实验室,临床演示和床边教学的电子学习有明显的反对.
- 主要障碍包括不良的互联网连接 (69.7%) 和电力供应 (69.0%).
- 与公立机构相比,私立机构的互联网服务,员工培训和电子学习讲座表现明显好.
结论:
- 尼日利亚医学教育中电子学习的利用率目前很低,私立和公共机构之间存在显著的差异.
- 培训师对将实践和临床组件整合到电子学习中表示保留.
- 加强政府和机构的支持,以及培训人员的发展,对于促进电子学习的接受和有效性至关重要.
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