商业第三方资源整合对临床前学生资源使用,偏好和考试成绩的影响
Hartlee Lidsky1, Jeevun Kansupada1, Tanvi Saran1
1University of North Carolina School of Medicine, Chapel Hill, NC USA.
Medical science educator
|January 20, 2026
概括
将第三方资源 (TPR) 集成到临床前医学教育中显示出适度的学术收益,但并没有将学生的偏好转移到非集成工具. 教师资源分配可能会从这种整合中受益.
科学领域:
- 医学教育 医学教育
- 课程开发 课程开发
- 教育技术的教育技术
背景情况:
- 医学学生越来越多地使用商业第三方资源 (TPR).
- 将TPR整合到正式的临床前课程中的影响尚不清楚.
- 学生的偏好往往倾向于非集成的TPR,而不是正式的课程内容.
研究的目的:
- 评估将商业TPR (Rx BricksTM) 整合到临床前医学课程中的影响.
- 检查学生对集成与非集成TPR的观点.
- 评估TPR使用与学业成绩之间的关系.
主要方法:
- 采用了单组队列研究设计.
- 多变量线性和逻辑回归分析了Rx BricksTM使用和学业表现之间的关系.
- 跨部门的自愿调查捕捉了学生的资源利用和观点.
主要成果:
- 使用Rx BricksTM与国家医学检查委员会 (NBME) 测试成绩的适度增加有关.
- 尽管使用中位数很高,但很大一部分学生使用集成资源的频率较低.
- 学生们认为非集成资源比集成资源更有效,更适合考试.
结论:
- 将TPR整合到临床前课程中可能会带来较小的学术效益.
- 整合并不能消除学生对非整合资源的偏好.
- 整合TPR可能为医学院内的教师资源分配提供优势.
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