评估一个医生助理研究计划的混合模型:学生,教师和考官的观点
Pauline Joyce1, Melanie Cunningham2, Lisa Alexander2
1Royal College of Surgeons in Ireland (RCSI), Dublin, Ireland. pjoyce@rcsi.ie.
混合医生助理 (PA) 研究提供与传统课程相比的学生表现,尽管社会隔离和参与需要教师的注意. 这种混合型号有效地满足了城市中心以外对PA教育的需求.
科学领域:
- 医学教育 医学教育
- 健康 专业 教育 卫生 专业 教育
- 远程学习 远程学习
背景情况:
- 爱尔兰唯一的Physician Associate (PA) 计划推出了一种混合模式,以满足都柏林以外的需求.
- 混合模式将在线同步教学与每两个月一次的校园访问相结合,以进行亲自学习.
研究的目的:
- 评估混合Physician Associate (PA) 研究计划的有效性.
- 评估学生和教师对混合学习模式的看法.
主要方法:
- 混合方法研究利用调查,焦点小组和采访.
- 从学生,教职员工和外部考官收集的数据.
- 节目董事会会议行动点的分析.
主要成果:
- 对在线学习的积极态度,但发现需要提高学生参与度.
- 学生希望更好地融入传统的课堂体验.
- 混合和校园学生的临床表现没有显著差异.
结论:
- 混合学习的有效性受先前在线学习经验的影响.
- 解决学生的社会隔离和培养包容性环境至关重要.
- 混合PA学生表现出相当或优异的学术和临床表现.
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