一个基于案例的在线放射学课程可以提高兽医学生在小动物放射学解释方面的第一天的能力
Elizabeth Devine1, Julie A Hunt1, Marina V Mavromatis2
1Richard A. Gillespie College of Veterinary Medicine, Lincoln Memorial University, Harrogate, Tennessee, USA.
基于病例的放射学课程 (CBC) 与基于讲座的课程 (LBC) 相比,显著改善了兽医学生的长期放射学解释和报告技能. 这突显了在临床前兽医教育中积极学习的有效性.
科学领域:
- 兽医医学教育 兽医医学教育
- 放射学培训 放射学培训
背景情况:
- 精确的放射性解读是兽医的基本技能.
- 之前的研究表明,基于案例的课程 (CBC) 在立即和短期学习成果方面优于基于讲座的课程 (LBC).
- 这些教学方法的长期比较有效性需要进一步研究.
研究的目的:
- 为了比较经过基于病例的放射学课程 (CBC) 与基于讲座的课程 (LBC) 培训的兽医学生的长期学习成果.
- 评估这些不同的教学方法对放射性解释的影响,并在毕业时报告写作技巧.
主要方法:
- 兽医学生被分为两组:那些完成了CBC和LBC (n=21) 和那些只完成了LBC (n=17) 的学生.
- 在解读小动物放射图和撰写放射学报告方面的表现在毕业时 (第九学期末) 进行评估.
- 此外,还评估了学生在临床培训期间的X射线图解读的信心和频率.
主要成果:
- 与LBC学生相比,接受CBC的学生在撰写放射学报告方面表现优越.
- 虽然所有学生在临床培训期间在解读放射图的频率和角色都相似,但CBC学生报告的信心更高.
- 在临床培训期间,两组之间在自报的射线图解读频率或作用方面没有发现显著差异.
结论:
- 在第四或第五学期引入的基于案例的放射学课程提高了学生在毕业前在放射学解释和报告撰写方面的能力.
- 这项研究支持积极学习方法的有效性,特别是基于案例的学习,在临床前兽医放射学教育中.
- 这些发现表明,CBC可能会促进对放射学更大的兴趣或自我激励,尽管没有直接测量这些因素.
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