如何教医生和牙医学生关于感染预防和控制? 两种学习方法的比较
Marie Regad1,2,3, Alexandre Baudet3,4,5, Anais Colas1,2
1Service Territorial de Prévention du Risque Infectieux (DTPRI), Vandœuvre-lès-Nancy, France.
概括
感染预防和控制 (IPC) 培训有效地提高了医疗和牙科学生的知识,使用两种方法. 在课堂上面对面的练习对学生来说比幻灯片展示更令人满意.
科学领域:
- 医学教育 医学教育
- 预防和控制感染的预防和控制.
- 医疗保健培训 医疗保健培训
背景情况:
- 有效的感染预防和控制 (IPC) 培训对医学和牙科学生至关重要.
- 评估不同的培训方法对于优化知识获取和学生满意度至关重要.
- 了解学生对学习方式的偏好可以提高医疗保健中的教育成果.
研究的目的:
- 为了比较两种不同的培训方法对医学和牙科学生对IPC知识的有效性.
- 评估和比较学生的满意度水平与不同的IPC培训方法.
- 在医疗保健专业培训中确定IPC教育的最佳学习策略.
主要方法:
- 招募了不了解IPC知识的二年级医学和牙科学生.
- 学生被随机分为两组:A组 (会议室,幻灯片展示,交互式问题) 和B组 (教室,直接演示,实践).
- 通过干预前后标准化问卷评估知识;通过调查评估满意度.
主要成果:
- 这两种培训方法都显著提高了学生的知识,但两组之间的知识相对变化 (RCK) 没有显著差异.
- 与A组 (会议室,幻灯片展示) 相比,B组 (教室,演示,实践) 的学生报告的整体满意度得分明显更高.
- 具体的满意度维度,包括学习目标和兴趣,在面对面的实践培训方法中显着更高.
结论:
- 这两种培训方法都有效地提高了学生对预防和控制感染的知识.
- 在课堂环境中面对面,实践实践是学生对IPC培训的更高的赞赏.
- 结合实践演示的教育策略可能会导致学生对医疗保健培训的更多参与和满意度.
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