让临床学习者与社会注释异步参与基于案例的讨论
Dylan T Adamson1, Sandra Kavalukas1, M Ann Shaw2
1Department of Surgery, University of Louisville School of Medicine, Louisville, Kentucky, USA.
The clinical teacher
|February 11, 2025
概括
一个社交注释平台有效地促进了医学学生在外科实习预备课程中的参与,促进了异步基于案例的学习和同行互动. 这种工具提高了临床教育的灵活性和学生参与度.
科学领域:
- 医学教育 医学教育
- 数字学习工具 数字学习工具
- 进行外科手术培训.
背景情况:
- 临床教育工作者努力在传统环境之外保持学习者参与.
- 在非医学教育中常见的社会注释平台,促进了异步讨论.
- 在临床环境中适应这些平台以以案例为基础的学习尚未得到充分探索.
研究的目的:
- 促进临床学习者之间的异步参与.
- 调整一个社会注释平台,用于医疗教育中的基于案例的学习.
主要方法:
- 一个社会注释平台在为期四周的医学生的外科实习预备课程中进行了试点.
- 四个纵向临床病例被设计为通过注释和同行评论进行异步讨论.
- 参与度通过平台活动和学生的感知通过调查来衡量.
主要成果:
- 观察到高参与度:95%的阅读作业完成,平均每个作业有9个讨论评论.
- 学生平均花费62分钟讨论每个案例部分.
- 学生们发现这个平台很容易导航,并欣赏看到同龄人的思维过程,报告增加了参与度.
结论:
- 社交注释平台可以有效地使临床学生异步参与.
- 这项技术为临床教育的教师提供了教学灵活性.
- 它有助于学生与同龄人和课程更紧密地联系在一起.
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