临床解剖学远程学习:学习成果和学生感知的混合方法分析
Shelley Hunter1, Nancy L Halliday2, Stacy Reeder3
1School of Nursing and Health Studies, University of Missouri-Kansas City, Kansas City, Missouri, USA.
Anatomical sciences education
|December 1, 2025
概括
在COVID-19期间的远程临床解剖教育显示了医生助理学生的足够认知收益. 牙科学生的表现在远程和面对面的学习格式中保持相似.
科学领域:
- 医学教育 医学教育
- 人体解剖学 解剖学 解剖学
- 远程学习 远程学习
背景情况:
- 由于COVID-19的流行,医疗教育的快速转变成为必要.
- 传统的面对面 (F2F) 解剖学教学被调整为远程格式.
研究的目的:
- 评估远程临床解剖学教学的学习成果.
- 评估学生对远程学习的看法.
- 为了确定结果和感知之间的关系.
主要方法:
- 2019年 (F2F) 和2020年 (远程) 牙科和医生助理 (PA) 学生队伍之间的总和和低风险考试成绩的比较分析.
- 临床解剖学在线调查对2020年队列的管理.
- 克鲁斯卡尔-瓦利斯测试与达恩的后期分析进行统计比较.
主要成果:
- 与F2F 2019队列相比,远程2020队列的医生助理学生在总和和低风险考试中得分明显更高.
- 牙科学生的表现在远程和F2F学习格式之间没有显著差异.
- 学生报告了足够的认知收益,但在心理运动和情感领域的学习方面存在缺陷.
结论:
- 远程临床解剖学教学可以实现充分的认知学习成果,特别是PA学生.
- 虽然保持了认知知识,但应解决远程学习在心理运动和情感领域的局限性.
- 混合或适应的远程策略可能是必要的,以完全复制F2F解剖实验室的好处.
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