通过进展测试评估虚拟学习对家庭医学学员医学知识的影响:一项回顾性队列研究
Karina Prucnal1, Stuart Murdoch1,2, Kulamakan Kulasegaram1,2
1Department of Family & Community Medicine, University of Toronto, Ontario, Canada.
Canadian medical education journal
|November 19, 2025
概括
虚拟学习并没有显著影响家庭医学专科医生的进度测试成绩. 这表明医学教育可以采用虚拟学习,而不会阻碍学员的能力发展.
科学领域:
- 医学教育 医学教育
- 能力评估能力评估能力评估能力
背景情况:
- 进度测试有助于居民识别优缺点,促进自主学习.
- 多伦多大学家庭和社区医学系使用家庭医学强制性进步评估 (FM-MAP) 进行两年一次的能力和知识跟踪.
- 这项研究调查了虚拟学习对家庭医学住院医生的表现的影响.
研究的目的:
- 评估虚拟学习对家庭医学住院医生的能力和医学知识的影响.
- 为了比较居民在虚拟学习环境中的表现与传统的面对面设置.
主要方法:
- 家庭医学强制性进展评估 (FM-MAP) 对虚拟和面对面的学习队伍进行了管理.
- 从2020年10月到2022年春天的居民分数在两个队伍之间进行了比较.
主要成果:
- 在第一年和第二年研究生学员的面对面和虚拟学习队伍之间没有观察到FM-MAP总体得分的统计学上显著差异.
- 两个队伍中的第二年学员比第一年学员得分更高.
结论:
- 转向虚拟学习并没有显著影响第一和第二年家庭医学学员的评估成绩.
- 医学课程可以整合虚拟学习,提供灵活性,而不会影响学员的进步.
- 进一步的研究应该检查虚拟学习在各种住院计划中的适用性及其对临床表现的长期影响.
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