数字和物理解剖样本之间的比较在形成的近同行OSPE:第一年医学学生的表现和感知
Andreas Grøndalen1, Hanne Dahl Vonen1, Sabina Sagredo-Thackwell1
1Department of Clinical and Molecular Medicine, Norwegian University of Science and Technology (NTNU), Trondheim, Norway.
Anatomical sciences education
|January 24, 2026
概括
使用数字3D和物理标本进行的形成性,同行辅助的解剖学评估得到了医学学生的好评. 这种方法减少了焦虑,并显示了可比性能,支持教育中的数字解剖工具.
科学领域:
- 医学教育 医学教育
- 解剖学的评估评估
- 数字学习技术数字学习技术
背景情况:
- 医学院的扩张使解剖学系的评估资源受到压力.
- 目标 结构化实践考试 (OSPE) 是可靠的,但增加了学生的焦虑.
- 数字解剖学和近同行评估为可扩展,低压力评估提供了潜在的解决方案.
研究的目的:
- 评估一年级医学学生参与形成性,近同行解剖学评估,使用数字3D和物理标本.
- 通过不同解剖区域和评估方式来比较学生的表现和感知.
- 确定数字解剖学平台在医学教育中的可行性和接受性.
主要方法:
- 混合方法研究评估膝盖解剖与数字3D标本和肩部解剖与物理标本 (或相反).
- 使用线性混合效应回归对性能数据进行定量分析.
- 使用主题分析对评估后调查数据进行定性分析.
主要成果:
- 学生报告说压力减少,更好地理解OSPE格式,并确定了知识差距.
- 近一半的学生对未来总结性评估使用数字样本感到舒适.
- 性能得分在数字和物理模式 (r=0.55) 中是可比的,没有显著的整体差异.
- 模式效应因地区而异:数字标本倾向于膝盖解剖,物理标本倾向于肩部解剖.
结论:
- 接近同行,形成性的OSPE风格的解剖学评估得到了很好的接待,使用数字和物理标本.
- 数字解剖平台是医学教育的有效,可扩展的工具,提供与物理标本相比的性能.
- 这种方法可以减轻学生的焦虑,并提高解剖学评估中的学习.
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